cdscode|lea|priorityId|measures|summary|barriers|revisions|additionalInfo|meetingdate|performance|year
01100170000000|Alameda County Office of Education|7|The youth attending ACOE schools have significant needs in non-cognitive areas that overshadow their academic assessment performance. In order to better identify student needs, target specific interventions and achieve growth and positive outcomes, ACOE has implemented a Response to Intervention (RTI) program and continue to work  towards full implementation of a MTSS (Multi-Tiered Systems of Support) framework. Our unique program types require not only the provision of academic instruction but also mental health support services, probation involved compliance as well as childcare for pregnant and parenting students. Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community-based organizations designed to support trauma exposed youth. To access curriculum in core subjects, the teacher provides targeted instruction using Common Core best practices and universal scaffolds. In addition, the English Learner (EL) Teacher on Special assignment provides coaching and resources for EL support for the implementation of integrated and designated instruction. Extra support is provided for newcomer students who may need to strengthen their foundational skills oral and written skills. ACOE special education staffing includ|All sites administer the Measures of Academic Progress local reading and math assessment to determine students’ proficiency levels for course placement and to identify needed scaffolds. Sites all provide multiple learning activities that are aligned to the student’s age, ability and credit history. We have adopted curriculum in English Language Arts/English Language Development and Math (Algebra I & Geometry); both are UC A-G approved courses. Staff also have access to Edgenuity/Odysseyware digital course that are A-G approved in all content areas. During 2021-22 for formal adoption for the subject areas of Physical Science, Biology, Economics and Government will take place. Each site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families.|ACOE programs support students who have been habitually truant, suspended, or expelled from their home district in addition to academic instruction, support services, and childcare for pregnant and parenting students. Our programs also provide a supportive transition for justice-involved youth to re-enter a comprehensive school environment after detainment. One of the leading goals is to help students refocus on school and take the necessary steps to build on previous successes. Academic Mentoring provides high-quality academic tutoring, supports college and career readiness and engages students in social-emotional asset-building conversations. Our newcomer population is more significant this year and has been steadily growing at our sites. These newcomers require more support with foundational skills, basic oral communication skills and literacy especially when they may have limited educational experiences and opportunities in their country of origin. Targeted lessons on language, literacy, oral language and vocabulary development have been essential.|To ensure the support of the 136 unduplicated students in Community Schools and 318 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.  We are increasing our focus on access to College and Career Pathways, A-G course offerings,  pre-apprenticeships.||2021-09-14||2021                
01100170123968|Community School for Creative Education|7|We  track and disagregate over time   Fountas and Pinnell,  NWEA, and the  End of Unit Tests in our Core Curricula of Eureka Math and  ElEducation.|We have  identified gaps between  our  Latinx  students and ‘all’  students  and are working to improve through the strategies described below.|We have identified the  lack of  coherehnce across grades and subjects; and lack of  support to teachers in implementation.|In response we have embraced 1 - 8 coherent Math and ELA curriclum in Eureka Math and El Educaiton.  As well, we have restructured so all teachers receive a coach and  our teacher coaches also receive coaching  through Instruction Partners.||2021-10-15||2021                
01100170124172|Yu Ming Charter|7|Yu-Ming Charter School is a direct-funded, Mandarin immersion public charter school with 2 sites located in Oakland serving approximately 557 students in grades K-8. Student demographics include 48% Asian, 26% 2+ Races, 9% White, 9% African American, 7% Hispanic, of which, 5% are Students with Disabilities, 9% English Language Learners (ELL), and 17% Socioeconomically Disadvantaged.  Yu Ming’s program rooted in a one-way dual language immersion model in which two languages are used for instruction (i.e. in this case, English and Mandarin), with at least 50% of instruction in the second language. 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:  •	Gr. 5: Design Lab •	Gr. 6-8: Design Lab, Journalism (Chinese), Service Learning (Chinese), Musical Instruments, Coding, Art •	Gr K-8: VAPA, Choral & Instrumental Music  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.|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.|2021-06-17||2021                
01100170125567|Urban Montessori Charter|7|The curriculum in Montessori pedagogy is vast and fully covers and extends beyond California’s standards. All students enrolled in the same Level at our school receive the same access to the same broad courses of study. TK-K has four main areas: Language, Math, Practical Life, and the Sensorial area. The language and math curriculum starts with building a foundation in literacy and then spans far beyond Kindergarten standards including topics like the study of grammar, sentence mapping, and the study of the four mathematical operations.  Grades 1-6 years expand on the foundation developed in the primary classroom. The official subject areas include Language, Math, Geometry, History, Biology, Geography, Music, and Art. 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. 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.  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.|We operate a single school at one campus, and all students are enrolled in and have access to the same broad courses of study by their age/grade-level.|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 (though those costs to do not fully recur annually). 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 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 they can record all of their lessons and observations in one place. 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 or vice versa. 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  regularly observe and give feedback to every classroom Lead teacher at the school. We are sourced funds for materials and specifically outfitted 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.||2021-06-24||2021                
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, and over 165 course titles in general (non-college prep) coursework 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.||2021-06-17||2021                
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 (TABE and NWEA/MAP) to identify the students' academic levels in math and English language Arts; 2.. the curriculum is accessible via paper copies, PDF files, and on-line; 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 of Edgenuity, an online 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 La Familia, access to drug and alcohol rehabilitation through La Familia, case management through REACH/Ashland Youth Center,  access to job readiness training for young adults ages 16-21 with exceptional needs through the partnership with the Department of Rehabilitation. Each student must have a completed individualized learning transition plan that highlights skill building, courses needed to graduate, as well as future plans such as college enrollment or career advancement.|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-rounded 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 an 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. The average age of those student served is 22 with over 64% of the student served labeled as low income and are seeking employment or are essential workers. Based on the assessment scores on the TABE and MAP, students read at a 5th-8th grade reading level and are at a 5th grade level in math. Because of low academic skill, student often need additional supports to access the course work but lack the time to commit to receive the support|In order to make sure that students continue to have access to a broad course of study, AOA will continue to go 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. The school will continue to provide 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.||2021-09-14||2021                
01100170138867|Hayward Collegiate 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 the Hayward Collegiate 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 tools used to determine if all 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 Hayward Collegiate students have access to a broad course of study. In addition, our school site has curricular focus areas which ensure additional opportunities for students across the district. 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 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. 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. Instructional coaching will be available at all campuses.||2021-06-09||2021                
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.||2021-10-28||2021                
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.||2021-10-28||2021                
01611190000000|Alameda Unified|7|AUSD locally selected measures and tools include: Advanced Placement enrollment, UC ‘a-g’ requirement completion rates, CTE pathway completion, and the Early Assessment Program.|Progress toward goals for other metrics was, in most cases, largely static for students overall. There were instances of positive growth for some students groups and declining performance for others. Advanced Placement enrollment, UC ‘a-g’ requirement completion rates, and CTE pathway completion all showed slight, but statistically insignificant growth for all students. Results for individual student groups were mixed. Within UC ‘a-g’ completion, African American and Hispanic/Latino students made significant progress, with African American students increasing from 21% completion to 38%. This was contrasted by socioeconomically disadvantaged students and English Learners. English Learners decreased from 9.8% to 4.6% and SED students from 41.8% to 35.9%. Early Assessment Program (EAP) results show decreases of 2-3% for Math and ELA. It should be noted that this goal area includes a number of metrics measuring outcomes for 12th grade students and that specific student groups within this cohort may represent small N size. Over the past three years 12th grade cohorts have ranged between a total of 650 and 730 students. The actions/services included in this goal area are quite varied and while some are intended to support all students and all academic areas, others are more focused. Actions/services such as math coaching are quite specific and, it is believed, have had a positive impact on student performance in math through strategic support to teachers.|Barriers include: a) master schedules currently not designed to allow for a broader course of study, as well as staffing limitations, b) limiting teacher beliefs about about which students should have access to Advanced Placement, c) limiting student beliefs about whether AP, pathway work, and college is “for them,” d) lack of information to understand the benefits, implications, and requirements of A-G, CTE, AP, and the Early Assessment Program.|Revisions and new actions under consideration include: a) increasing engagements with both students and parents about A-G, CTE pathways, and Advanced Placement so both groups understand the benefits, implications, and requirements, b) increasing student access to these programs by revisiting criteria for entry (for AP and CTE) and scheduling regular course reviews (A-G completion) with students and building a college-going culture at schools, with a particular emphasis on historically under-served student groups, c) focusing on gatekeeper courses, such as Algebra, to identify and fund interventions.||2021-06-22||2021                
01611190119222|Nea Community Learning Center|7|100% of learners at our school have access to a broad course of study - we ensure this through our Nea Diploma / graduation requirements and counselor graduation progress checks, our dual enrollment program and partnership with the Peralta Colleges, use of common core curriculum aligned to CA Education Code, use of external assessments, and services for learners with 504s and special education needs. Having adopted and implemented Common Core State Standards previously, we are continually in the process of evaluating if our implementation continues to be successful. We have added SEL curriculum ToolBox, Senderos Spanish Curriculum and Illustrative Math.    We continue to offer appropriate services and the right to FAPE for all of our learners, including those experiencing homelessness, emergent English speakers, those who qualify for free/reduced lunch, and those with 504 plans and IEPs. Our special education director, case managers, paraprofessionals, counselors, office and administrative teams, and our Family & Learner Liaison all work to support our push-in model that emphasizes all learners having access to our curriculum and graduating above the threshold required for admission to the UC and CSU systems.|All learners have access to a broad course of study.  This includes our inclusive special education program.  Concerning the implementation of world language standards, health education standards, and CTE standards, Nea 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, the school offers no CTE courses, and therefore has no need to implement those standards.  We continue to apply for A-G approved electives as designated by interest by our learners.|A lack of appropriate facility space makes it difficult to hold as many intervention classes as we need.  We have added academies and this is a chance for learners to keep up with work and have a facilitator to guide them as needed. We are reassigning learners to academies to be part of targeted instruction but the space is limited for effective invention for how many learners can participate at a time. Fiscal constraints making it difficult to provide an ongoing  LV Reading Specialist. External factors the school cannot control are an impact as we take in new students is a barrier as well.|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.  Facilitators will then schedule a follow-up meeting in 6-8 weeks. We have hired an MTSS coordinator for the 2021-22 school year foreseeing the need for support post Distance Learning. It is written into our LCAP that we are targeting learners for intervention based on data collected through multiple measures like MAP, STAR, IXL, Lexia, an CAASPP. The program schedule in place has provides 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. Nea also adopted a modified year round schedule where learner receive intervention throughout the year instead of waiting until summer school.||2021-05-19||2021                
01611190122085|The Academy of Alameda|7|Because The Academy of Alameda Middle School is a single site LEA and enrolled only 400 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 (400) 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.||2021-09-30||2021                
01611190130609|Alameda Community Learning Center|7|100% of learners at our school have access to a broad course of study - we ensure this through our ACLC Diploma / graduation requirements and counselor graduation progress checks, our dual enrollment program and partnership with the Peralta Colleges, use of common core curriculum aligned to CA Education Code, use of external assessments, and services for learners with 504s and special education needs. Having adopted and implemented Common Core State Standards previously, we are continually in the process of evaluating if our implementation continues to be successful. This year, we've adopted two new curricula approved by the CA Education Code and aligned to common core standards - Illustrative Mathematics for our math courses, and Engage New York for our English courses. We continue to use Lab Aids for science, are rooted in TCI for history, and have adopted Voces Digital for our Spanish courses.  We continue to offer appropriate services and the right to FAPE for all of our learners, including those experiencing homelessness, emergent English speakers, those who qualify for free/reduced lunch, and those with 504 plans and IEPs. Our special education director, case managers, paraprofessionals, counselors, office and administrative teams, and our Family & Learner Liaison all work to support our push-in model that emphasizes all learners having access to our curriculum and graduating above the threshold required for admission to the UC and CSU systems.|All of our learners have access to a broad course of study. 100% of our learners are graduating with the ACLC Diploma (which has UC and CSU eligibility programmed in to our offerings) OR with a CA state standards diploma. Every single high school learner who is not on track for the ACLC Diploma has multiple 1:1 meetings with their families in combination with our counseling and administrative team to review options, coursework, and pathways forward.   Unfortunately, we mirror some state and national trends when it comes to learners graduating on a CA state standards diploma. Though the number of learners who must depart from the ACLC Diploma track for state standards each year is small (3-5 graduating seniors in 2020, 2021, and predicted for 2022) and decreasing every year with our recent counseling check-ins and graduation progress meetings over the past few years, these learners are most often learners who receive 504 or special education services or who qualify for free and reduced lunch, or sometimes both. In short, learners who come from poverty and require additional services for physical or developmental assistance are the most likely to move to a state standards diploma. These learners are still given access to all of the courses they need for the CA state standards diploma and a broad course of study.|There are no barriers to us presenting a broad course of study. Our small school size (approx. 360 learners, with 16 full time teachers) means that we offer limited electives, but our partnership with Peralta Colleges ensures that learners have wide access to a greater selection of electives.|We will continue to assure that our courses remain A-G approved by submitting new courses or revisions to existing ones as policies or descriptions change at the UC and CSU level. We will continue personalized meetings for any learners who come into our high school program "behind the ball" to ensure they have the right course sequence to ensure they are eligible for our ACLC Diploma.|N/A.|2021-06-17||2021                
01611190131805|The Academy of Alameda Elementary|7|Because The Academy of Alameda Elementary School is a single site LEA and enrolled only 302 students in 2020-21 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 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.||2021-09-30||2021                
01611270000000|Albany City Unified|7|State Standards Implementation for core content areas, as measured by curriculum adoptions and professional development activities 100% of the students in grades TK-12 had access to CA State Standards in Math, English, and Science as evidenced by textbook/curriculum adoptions, professional development plans, pacing guides, benchmark assessments, lesson plans, unit plans, meeting notes, and classroom observations.|100% of the students in grades TK-12 had access to CA State Standards in Math, English, and Science as evidenced by textbook/curriculum adoptions, professional development plans, pacing guides, benchmark assessments, lesson plans, unit plans, meeting notes, and classroom observations. 100% of our English Language Learner students identified as Beginners, Early Intermediates, and Intermediates were provided with sheltered instructional services.  100% of our English Language Learners identified as Early Advanced and Advanced were provided with access to core and elective programs with ongoing monitoring by an English Language Development specialist teacher. 50% of the students in grades TK-12 had access to the newly adopted Next Generation Science Standards as evidenced by textbook/curriculum adoptions, professional development plans, pacing guides, benchmark assessments, lesson plans, unit plans, meeting notes, and/or classroom observations. An elementary science pilot was initiated but subsequently suspended due to COVID-19 school closures. The pilot process will resume in 2021-2022 when full in-person instruction resumes.|School closures due to COVID-19 suspended statewide assessments and full implementation professional development for new curriculum and learning platforms across the district.|The Superintendent established a Student Achievement Task Force which convened in the fall of 2020, reviewed various metrics and presented recommendations to the Governing Board for approval. These recommendations included establishing a standing board appointed student achievement committee; implementing Universal Design for Learning and Multi-Tiered Systems of Support; establishing a student advisory board and developing an equity board policy. ? The District implemented a new K-12 assessment system designed to assess learning at the beginning, midpoint and end of the school year. ? School sites presented their site's student achievement metrics, and response to those metrics, in the fall of 2020. District staff presented districtwide midyear metrics in the spring of 2021. ? The AUSD Governing Board and District leadership have been participating in a series of equity workshops and the Governing Board is developing an equity policy. ? District staff have provided and/or supported a series of workshops around the topic of anti-racist/anti-bias/culturally-responsive teaching. ? Student advocates established a campaign to diversify the curriculum taught in classrooms and ensure the inclusion of diverse and anti-racist texts in the English curriculum districtwide. As a result of this advocacy, additional site funds were allocated to purchase diverse texts at each school site.||2021-06-22||2021                
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)||2021-06-23||2021                
01611500000000|Castro Valley Unified|7|All students have access to a broad course of study. At the elementary level our students participate in all content areas across the curriculum.  For all levels, we carry out a robust textbook sufficiency process, ensure that our teachers are trained in the adopted curriculum and have invested an enormous amount of time, energy and professional learning regarding Multi-Tiered Systems of Support. CVUSD also tracks students using Aeries and CALPADS.  At the secondary level, counselors review student transcripts annually and meet with students to ensure they are signed up for the correct courses in order to meet their four year plans.  AP and other advanced courses are analyzed for their ethnic and gender balance to ensure that all students are given opportunities for rigorous instruction.|All students have access to and are enrolled in a broad course of study. Castro Valley High School continues to expand its course offerings.   830 students received CTE credits and 149 received dual enrollment credit from local colleges across our High School Programs.  We continue to work on expanding our program offerings each year at each grade span.|CVUSD provides access to a broad course of study for all students. The pandemic for the last two years continues to challenge our district to find innovative ways to ensure that we do not have barriers.|We are implementing a secondary tutoring system for all 6-12th grade students which gives them access to a tutor 24 hours per day, 7 days per week.  This is an additional innovative support to give our students more options.   CVHS is also currently reviewing the Program Planning Guides (PPG) and making additions to continually enhance the access to the course of study.  Barriers have been reduced or eliminated for entrance into rigorous courses, and we continue to monitor the student make up in these courses to ensure equity and increase access for unduplicated students.||2021-06-23||2021                
01611680000000|Emery Unified|7|In grades 1-5, we utilize the following measures to define a Broad Course of Study: Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to 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 the students have access to all the courses except for AP courses, some of which require pre-requisite courses which are available to all pupils. The district added many enrichment courses which are available to all students as well. Some examples include:  *76 % of ESS graduates met A-G requirements in 2020, a 34% 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 and CodeCombat on Fridays, learning Python *Students at AYMS participate in the Augmented Reality and Virtual Reality program from Verizon and take coding after-school. *Students at ESS and at AYES take Maker’s Space courses *As of 2021, our kindergarten students are receiving Spanish instruction and we plan to expand it every year *All students in the district have access to PE *Students at ESS will build drowns and get industry certifications in 2021-22 Students at the MS and ESS will have drone competitions in 2021-22.|The only barriers that we have are that we are a small district so we are under-staffed; yet, the district offers a multitude of enrichment and many AP courses to our students.|The district plans to become a 2:1 technology district in 2021-22. We are in the process of purchasing additional technology so that our students can keep their Chromebooks and IPads at home and have additional devices in class. The EUSD is expanding the Maker's Space courses and is building a Fablab. Finally, we are adding many new enrichment programs and each school site is implementing a social-emotional curriculum.||2021-10-13||2021                
01611760000000|Fremont Unified|7|FUSD Board Policy mandates a yearly review of the FUSD course catalog. Adherence to the course catalog ensures that all FUSD students take the requisite courses necessary for graduation that are outlined in California Education Code. The course catalog includes courses for designated English Learners and individuals with exceptional needs.|FUSD has identified the following measures to assess the broad course of study available to students: 1. FUSD’s graduation rates (2019-20 Four-Year Adjusted Cohort Graduation Rate): 91.5% 2. % of students meeting college readiness requirements in English language arts (ELA) and mathematics (of those with valid scores: Perf. Level 4 on Gr11 2019 SBAC): 56.0% in ELA; 44.9 in Mathematics 3. % of students taking high school CTE courses (2020-21): 29.8% 4. # of students enrolled in Immersion programs (2020-21): 880 5. % of Class of 2020 students meeting A-G requirements: 65.0%|These metrics, along with the CA Data Dashboard, informs the development of LCAP and our monitoring of LCFF Priority 7.|While all FUSD students have access to a broad course of study, FUSD secondary schools must balance the need to provide core content courses with elective options. A comment of concern from parents/guardians in community engagement meetings are the limitations of elective choices and access to higher level courses. The primary limitation on the availability of electives are the conflicts of a four- or six-period schedule where elective choices must be balanced with core content courses. Students with special needs also often are challenged accessing elective courses because their schedules are limited in space due to the courses required as part of their IEPs. FUSD will continue to review our policies regarding course availability in order to address parent/guardian concerns.||2021-06-24||2021                
01611760130534|Circle of Independent Learning|7|COIL ensures all students are enrolled in a full-time equivalent course schedule. The student and parent work directly with their Advisory Teacher and School Counselor to ensure all state course requirements are met. All elementary (K-6) students are enrolled in English, Math, Social Science, Science, PE, Health, and Visual/Performing Arts following Charter and Independent Study laws and accreditation standards. Additionally, students can register for other general electives if their schedule permits. Secondary students (7-12) enroll in the same core subjects and have the opportunity to participate in ROP/CTE, split day courses with FUSD, and community college courses. Students participate in various local and state-mandated assessments to establish a beginning of the year baseline, mid-year progress check, and end of the year growth measurement. These assessments help determine the initial academic level and personalize the content based on the students’ learning styles, remediation, and accelerations. Lastly, students participate in informal and formal assessments within either the online curriculum platform, through units in textbooks, or verbally by the Advisory Teacher.|Students participate in various local and state-mandated assessments to establish a beginning of the year baseline, mid-year progress check, and end of the year growth measurement. These assessments help determine the initial academic level and personalize the content based on the students’ learning styles, remediation, and accelerations. Lastly, students participate in informal and formal assessments in each of their courses. All students in all categories and subgroups have access to the same course catalog and master schedule. COIL goes to great lengths to ensure all students, at all levels, are guaranteed access to the classes that are the most appropriate academically and socially.|In previous years, the local assessment tool and district policy have required an in-person testing environment. This year, due to COVID and the distance learning environment, COIL removed barriers that were otherwise present. For example, 36% of COIL students live outside of the local community COIL is located. Because of this, it can be difficult for the students and families to come onsite to COIL for testing, direct instruction, and other services like intervention, remediation, or tutoring. Due to the pandemic, COIL offered Advisory Teacher meetings, direct instruction, academic support, intervention, and local assessments all through remote platforms like Google Meet and Zoom. Doing so removed many of the barriers that prohibited students from attending classes, sessions, and services limited to in-person before the pandemic. As COIL is a non-classroom-based charter school, we are proficient and efficient at providing tools and support remotely to enhance distance learning.|COIL reviews all the tools utilized during the COVID pandemic and incorporates them formally into the regular daily business processes. These tools allowed the COIL teachers and intervention specialists to work efficiently and effectively with students. The students demonstrated their success and learning growth through these tools. Having the ability to administer our local assessment tools remotely and proctor those assessments allowed for greater participation from groups of students that would otherwise not be able to participate. Thus, allowing teachers, administrators, and specialists to identify student academic needs and gaps to support students through interventions, remediation, and course personalization.||2021-06-15||2021                
01611920000000|Hayward Unified|7|Hayward USD has a course catalog which describes the multiple courses that are taught at the Secondary level. It also has multiple pathways to ensure that our students have access to a broad course of study. Adherence to the course catalog ensures that all HUSD students take the requisite courses necessary for graduation that are outlined in California Education Code. The course catalog includes courses for designated English Learners and individuals with exceptional needs.  HUSD has identified the following measures to assess the broad course of study available to students: HUSD’s graduation rates (2019-20):  81.7 % Graduation rates for English Learners and Special Education students: 60.8% and 64.4% respectively Age of students meeting college preparedness (EAP) on the CAASPP requirements in English language arts (ELA) and mathematics (2018-19): 17.7% in ELA; 6.4% in Mathematics Percentage of students successfully completing CTE sequences (2018-19): 29.8% Percentage of 2018-19 students successfully completing A-G requirements: 40.7%  These metrics, along with the CA Data Dashboard, informs the development of LCAP and our monitoring of our Deeper Learning Goal and Local State Priority 7.|Hayward in general offers a broad course of study. All three comprehensive high schools offer multiple Advanced Placement courses and CTE courses and pathways among many other offerings. Part of the broader courses of study include STEAM and VAPA courses. Along with these offerings, middle schools in particular continue to strive to balance the need to provide core content courses with elective options. In addition, it offers a World House Program specifically designed to support Newcomers who need language support in tandem with course offerings to ensure that they graduate from high school.   In addition, 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. In the 2020-21 school year we began offering an Education Pathway at Tennyson High School.|Some of the barriers that HUSD faces in guaranteeing that all students have access to and participate in a broad course of study include the following: inadequate State funding for public education, availability of qualified and certificated teaching and administrative staff, the competing needs to provide academic support classes or ELD as well as electives, course design, materials, changing expectations about options (ex: ability to take AP, access to STEAM careers for both genders), balancing district versus site decision making, well structured educational plans, and facilities.   An area of focus is on our subgroups of students whose graduation rates are low. Both the English Learner and the Special Education students have graduation rates in the low sixty percent range.  Hayward USD is focused on determining the barriers to access a broad course of study for ELs and Students with Disabilities.  Along with course access, HUSD is focused on providing acceleration for our students to ensure higher academic achievement. This is a particular concern when our Early Assessment Program is in the single digits for Mathematics and under twenty percent for English Language Arts. Students with special needs are also often challenged in accessing courses required for acceleration of their studies because their schedules are limited in space due to the courses required as part of their IEPs.|HUSD is currently involved in a number of activities to improve access to and participation in a broad course of study. A few of these actions are listed below.   - We have initiated a district-wide work group focused on reviewing and making recommendations for adjusted secondary schedules that allow for high school students the opportunity to maximize the variety and types of courses they can take throughout their high school experience.   - STEAM buildings have been built in HUSD and courses developed. These courses are supporting our movement towards greater student engagement in STEAM and deeper learning. We are collaborating with CSU East Bay and the Alameda County Office of Education.  - 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.  - We are implementing an Advanced Placement grant which provides professional development as well as increases AP sections and course offerings in STEM.   - We are focusing support efforts 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.||2021-06-23||2021                
01611920108670|Leadership Public Schools - Hayward|7|Infinite Campus is the student information system that is used for student enrollment, master scheduling and student records. Prior to master scheduling, counselors and/or Student Support Coordinators meet with students individually or in their advisory classes to engage in course selection for the upcoming school year. Once preferences are entered, leadership team analyzes preferences via grade span, student populations and A-G access. Adjustments are made prior to the development of the master schedule. On a yearly basis, the California School Dashboard is another tool that is used to measure and track the extent to which all students have access to college courses and Career and Technical Education courses.|In the 2019 – 2020 the California School Dashboard, 70.3% of 111 high school graduates were placed in the "Prepared" level on the College/Career Indicator. The overall color scoring for this indicator was “Blue”. This is a significant increase of 10.6% from previous school year. The two student groups data was socioeconomically disadvantaged and Hispanic. The color scoring for each subgroup is as follows: 1) Socioeconomically disadvantaged was “Blue” and 70% of 110 students were "Prepared" level on the College/Career Indicator 2) Hispanic was “Blue” and 70.2% of 104 students were "Prepared" level on the College/Career Indicator. In the 2018-2019 the California School Dashboard, 58.5% of 65 high school graduates were placed in the "Prepared" level on the College/Career Indicator. The overall color scoring for this indicator was “Yellow”. With a slight decrease of 5% from previous school year. The color scoring for each subgroup is as follows: 1) Socioeconomically disadvantaged was “Yellow” and 58.5% of 65 students were "Prepared" level on the College/Career Indicator 2) Hispanic was “Green” and 64.2% of 53 students were "Prepared" level on the College/Career indictor. (Please see the Criteria section for additional information)|There are three areas that have been identified to be addressed in the 2021- 2022 school year to increase more students in having access to a broad course of study. First, the need to develop and strengthen current Career Technical Education (CTE) pathways, advance placement courses and dual/concurrent enrollment opportunities at community colleges. Second, ensuring increased direct advising services to students and families such as one-on-one, group sessions and classroom presentations. Third, dedicated and ongoing funding revenues for college and career pathways.|For 2021-2022 school year, the Leadership Public Schools’ Home Office has created a new position called Director of College and Career Pathways that will focus on monitoring and increasing student access to college courses and Career and Technical Education courses. In collaboration with the school leadership teams, the Director of College and Career Pathways will use data to guide CTE pathway development and expansion, increase enrollment in dual/concurrent opportunities at community colleges and support the development and implementation of college and career exploration opportunities for students throughout the school year.  The College Counseling team will have three certificated counselors that will work in tandem to support the academic progress of all students. Two counselors will be assigned two grade levels to serve as their primary caseload. They will develop individualized learning plans for each student and follow-up with students to ensure that students are meeting the milestones established in their individualized learning plans, regularly conduct quality checks of transcripts and address the needs of all students through prevention and intervention programs. One counselor will be assigned as the point person for guiding students through the entire college admissions and career process, from  18 satisfying entrance exam requirements to completing applications and selection process. (Please see the Criteria section for additional information)|#2 Additional Information: In the 2017-2018 the California School Dashboard, 17.5% of high school graduates were placed in the "Prepared" level on the College/Career Indicator. No overall color scoring was provided for this indicator. No color scoring was reported for each subgroup but the percentage “Prepared” is as follows: 1) Socioeconomically disadvantaged was 50% of students were "Prepared" level on the College/Career Indicator 2) Hispanic was 51.3% were "Prepared" level on the College/Career Indicator 3) English Learners 36.4% of students were "Prepared" level on the College/Career Indicator.   #4 Additional Information:The redistribution of resources and staffing is to ensure that all students have increased access to   academic advising, direct counseling services and meetings, and to provide early identification of students at risk of failing and needing targeted interventions.|2021-06-14||2021                
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 our students have access to standards aligned instructional materials for their grade level, in addition to the physical textbooks. This year KEY Academy made the transition to distance learning due to shelter-in-place mandates.  Students were provided computers, hot spots, access codes to software, and textbooks. Students followed a schedule where teachers taught live classes via Zoom. Students had live interaction with students for at least four hours a day. Additionally, students had live art, pe, and world language classes.|Barriers that caused KEY Academy from providing access to a broad course of student for all students were: 1.	Technology issues. Even with everyone being provided a computer or given a hot spot when needed, we still ran into connectivity issues or computer problems.  2.	Not being able to see our students face-to-face|The following actions will be implemented:  1.	Continue to purchase and update technology 2.	Offer a summer program to close the learning gaps 3.	Offer a Saturday program to provide additional interventions 4.	Hire more instructional aides||2021-06-29||2021                
01611920127944|Silver Oak High Public Montessori Charter|7|Our performance goals are based upon the Montessori curriculum and its alignment to the CA standards. At all levels students participate in multiple formative and summative assessments and evaluations including State-mandated assessments, regular, structured classroom observations/assessments, adaptive benchmark assessments, and reflection/performance tasks that focus on Montessori educational values and skills. At the high school level, students participate in the College Board testing program, starting at the 9th grade. The School also employs regular Renaissance assessments at all levels. In all cases and at all levels, there are scheduled opportunities for faculty to debrief and plan based upon assessment results.|Hayward Twin Oaks Montessori School is constantly working to ensure that all students have equal access to learning experiences, educational materials in their classrooms, the attention and guidance of their teaching teams, and programs and services available at our School. Montessori employs didactic and/or hands-on materials at each level that provide students experiences using materialized abstraction. Academic specialists work with students, as identified by their teachers and as needed. Montessori pedagogy emphasizes the importance of experiential learning, which includes taking learners out of the classroom and into the local and broader community.|Al students have access to a broad course of study. However, funding has been a consistent factor to what we can provide. Physical space is limited and requires teachers and staff to work creatively to maximize instructional areas. Outdoor spaces are utilized routinely as overflow instructional space. Given our accreditation standards, our teachers are required to have both the applicable CA teaching credential and the Montessori teaching credential for the level at which they teach. as a result, the School provides funding for teachers to obtain one or both of these credentials. This is a significant expense for the School, but necessary to ensure that we have a highly qualified faculty who meet our accreditation standards.|In response to the results of our assessment tools the School has expanded its English, Math and Mental Health departments. Reading specialists operate at all levels and a Math specialist works at the elementary level. Though the Secondary program budgeted for a Math specialist these past two years, they have been unable to find one. They will continue to interview for this position. Also at the Secondary level, the dual enrollment program at the high school has been expanded, and the college counselor is investigating starting a “Middle College” program for the middle school. At the high school all courses have always been  A-G articulated, however, the college counselor is now adding career planning to the School’s college planning requirement, diversifying the options for post-secondary training and education. Finally, to answer the facilities needs, the School has identified and procured a permanent campus to which the secondary level students will be moving in August 2022. The elementary students will be joining them on the new campus after an additional structure is built to house the full student community. Once we are on the new, permanent campus, we will be able to open our own Montessori teacher training center to offset the cost of Montessori credentialing.||2021-10-28||2021                
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.|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 has full time counselors, including a Migrant / First Generation counselor, at 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.|2021-06-29||2021                
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 seven elementary sites and all seven 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 students 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 continue to offer 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.||2021-08-05||2021                
01612420000000|New Haven Unified|7|For years, our district has maintained a focus on Equity. The district’s Equity Council is the leading entity in surveying and reviewing this work. This group is composed of certificated staff, classified staff, and members of the district’s administrative team. Desired outcomes from this group includes ensuring equity for students by eliminating barriers for student access to a broad selection of courses. Our continued work on equity-based grading, in coordination with the elimination of barriers which have been obstacles to students participating in a broad course of study has removed the completion of coursework as a conditional requirement for enrollment. As a result, NHUSD offers students in Grade 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.|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. 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 2019-2020, there were 1,222 students enrolled in AP classes. There were 1,094 AP tests given and 790 tests (76.72%) scored a “3:”, “4” or “5”. 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.|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. 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 fourth 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.||2021-09-14||2021                
01612590106906|Bay Area Technology|7|All students at BayTech are enrolled in a variety of courses. BayTech has all high school students take A-G courses, some of the art courses are applied art courses. Students would have the opportunity to explore the CTE courses through dual enrollment partner community college schools at Peralta Colleges.|BayTech students are placed in classes that meet the A-G graduation standards. The classes represent a broad course of study: applied art, English, Mathematics, Languages other than English, Visual Performing Arts, as well as Physical Education, Sciences, and Social Science classes. (and CTE classes through dual enrollment)  All BayTech students graduate with an A-G diploma. As students’ progress in their years at BayTech they are given more opportunities to work with the counselor and take classes that are best suited for their academic needs and where they are applying for colleges.|The availability to offer more classes, is determined by two factors, one being the staffing, and the second being. We would love to offer more classes, but being a small school it is often difficult to do so.|Over the past few years BayTech has actually expanded its course offerings to provide a wider range of classes for students. BayTech has been able to partner with local community colleges, as well as online curriculum, in order to offer a more robust course offering.||2021-05-03||2021                
01612590108944|Lighthouse Community Charter High|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 tools used by the LEA to determine if all students (including unduplicated pupils) enrolled in a broad course of study are: student schedules, progress reports, IEP Plans, and English Learner 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 tools used by the LEA to determine if all students (including unduplicated pupils) enrolled in a broad course of study are: student schedules, transcripts, IEP Plans, and English Learner plans.|All students at the LEA enroll in a broad course of study appropriate for their grade range. All students are enrolled in the same common curricular sequence in core and non-core classes, including Advanced Placement courses, which ensures that all students have access to and are enrolled in this broad course of study.|n/a|No additional revisions, decisions, or actions are needed at this time to ensure a broad course of study for all students.||2021-10-06||2021                
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.||2021-06-17||2021                
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.||2021-10-28||2021                
01612590111856|AIMS College Prep High|7|At AIMS HS, we have a strict course catalogue and listed within are all the course requirements for graduation at AIMS HS, including students’ A-G standards to qualify for entry into CSU and UC campuses. Except for students with Individualized Educational Plans (IEP), AIMS HS graduation requirements are universal for all AIMS HS students.|As a matter of equity, at AIMS HS, all students are enrolled in AP courses, beginning in their Freshman year.  Over the course of a student’s matriculation at AIMS HS, students will take at least 10-12 AP courses.  AIMS HS pays for 100 percent of all AP and SAT/PSAT Examinations for our students.  Freshmen students take an advisory course to help transition them into the rigors of high school and learn the importance of time management, note taking, and mental health / well-being.   Additional required grade level courses include Design Thinking (Freshmen) Latin / Logic (Sophomores), SAT / AP Test Prep (Juniors), and College Planning (Seniors.)  AIMS HS partners with Peralta Colleges to offer concurrent enrollment for its students through the Merritt College in a onsite program called College Pathways.|There are no barriers preventing the LEA from providing access to a broad course of study for all students. AIMS provides all students access to courses to meet and exceed UC / CSU A-G state standards.|Implemented during the 2020-21 academic school year, AIMS HS is currently in the second year of its AIMS U College Pathways program, which allows AIMS Students the opportunity to take Pre-Business, Pre-Engineering / Design Media, Pre-Law, and Pre-Med Peralta Community College classes (Merritt, Laney College and Berkeley CC) while on campus at AIMS.    As part of the pathways program, AIMS HS students are enrolled in pathway programs, have the opportunity to earn between 18-24 UC and CSU transferable college credits, and potentially begin their college career with sophomore standing.||2021-09-21||2021                
01612590114363|American Indian Public Charter II|7|All students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education World Languages Courses (Mandarin/Spanish) Visual & Performing Art courses (Art/Graphic Design/Music)|During the 2020-21 academic school year, all students were enrolled in the following courses both in distance & hybrid learning settings. :  English Language Arts Mathematics Social Studies Science Physical Education World Languages Courses (Mandarin/Spanish) Visual & Performing Art courses (Art/Graphic Design/Music) This is ensured by enrollment as well as consistent progress monitoring. Students who required additional support in core subjects, through pull-out support (in stable cohorts and/or zoom breakout rooms), received services from instructional aides.Students with exceptional needs, as mandated by their IEP or 504, will still have access to general education classrooms based on standard compliance with IEPs. Additionally, students who are English learners either received push-in and/or pull-out services so that they could access coursework in the general education classroom. Newcomer ELs had designated ELD class at the middle school level.|There were no barriers to accessing the course materials.  We did everything we could to ensure that students had access to everything.  Every single student had their own laptop, connecting to the internet through hotspots, all curriculum material and books.|Taking our core curriculum and transferring it to digital material had a big impact on the implementation of our program.  We were able to get textbook lessons directly to students without them having the actual textbooks.  All of the core curricula had an online component that teachers were trained to use.||2021-09-21||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
01612590115238|ARISE High|7|We store all students' academic progress data in PowerSchool. We have an expanded team of academic counselors who tracks this data, one of whom tracks it specifically for 12th grade. All advisors meet each semester with families and students during student-led conferences where graduation plans, course requirements, and academic progress are reviewed. Our adelante and special education teams also review all this data with our data coordinator to monitor for disparities in academic outcomes.|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 Public & Community 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 (G requirement) for our students and want to increase these offerings by possibly increasing post session opportunities, weekend and after-school activities, and dual-enrollment options.|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.||2021-10-19||2021                
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.||2021-10-28||2021                
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.||2021-06-17||2021                
01612590126748|LPS Oakland R & D Campus|7|Infinite Campus is the student information system that is used for student enrollment, master scheduling and student records. Prior to master scheduling, counselors and/or Student Support Coordinators meet with students individually or in their advisory classes to engage in course selection for the upcoming school year. Once preferences are entered, leadership team analyzes preferences via grade span, student populations and A-G access. Adjustments are made prior to the development of the master schedule. On a yearly basis, the California School Dashboard is another tool that is used to measure and track the extent to which all students have access to college courses and Career and Technical Education courses.|In the 2019 – 2020 the California School Dashboard, 70.3% of 111 high school graduates were placed in the "Prepared" level on the College/Career Indicator. The overall color scoring for this indicator was “Blue”. This is a significant increase of 10.6% from previous school year. The two student groups data was socioeconomically disadvantaged and Hispanic. The color scoring for each subgroup is as follows: 1) Socioeconomically disadvantaged was “Blue” and 70% of 110 students were "Prepared" level on the College/Career Indicator 2) Hispanic was “Blue” and 70.2% of 104 students were "Prepared" level on the College/Career Indicator. In the 2018-2019 the California School Dashboard, 58.5% of 65 high school graduates were placed in the "Prepared" level on the College/Career Indicator. The overall color scoring for this indicator was “Yellow”. With a slight decrease of 5% from previous school year. The color scoring for each subgroup is as follows: 1) Socioeconomically disadvantaged was “Yellow” and 58.5% of 65 students were "Prepared" level on the College/Career Indicator 2) Hispanic was “Green” and 64.2% of 53 students were "Prepared" level on the College/Career 17 Indicator.  (See Criteria Section for more context)|There are three areas that have been identified to be addressed in the 2021- 2022 school year to increase more students in having access to a broad course of study. First, the need to develop and strengthen current Career Technical Education (CTE) pathways, advance placement courses and dual/concurrent enrollment opportunities at community colleges. Second, ensuring increased direct advising services to students and families such as one-on-one, group sessions and classroom presentations. Third, dedicated and ongoing funding revenues for college and career pathways.|For 2021-2022 school year, the Leadership Public Schools’ Home Office has created a new position called Director of College and Career Pathways that will focus on monitoring and increasing student access to college courses and Career and Technical Education courses. In collaboration with the school leadership teams, the Director of College and Career Pathways will use data to guide CTE pathway development and expansion, increase enrollment in dual/concurrent opportunities at community colleges and support the development and implementation of college and career exploration opportunities for students throughout the school year. The College Counseling team will have three certificated counselors that will work in tandem to support the academic progress of all students. Two counselors will be assigned two grade levels to serve as their primary caseload. They will develop individualized learning plans for each student and follow-up with students to ensure that students are meeting the milestones established in their individualized learning plans, regularly conduct quality checks of transcripts and address the needs of all students through prevention and intervention programs. One counselor will be assigned as the point person for guiding students through the entire college admissions and career process, from 18 satisfying entrance exam requirements to completing applications and selection process. (See Criteria Section for more context)|2) In the 2017-2018 the California School Dashboard, 17.5% of high school graduates were placed in the "Prepared" level on the College/Career Indicator. No overall color scoring was provided for this indicator. No color scoring was reported for each subgroup but the percentage “Prepared” is as follows: 1) Socioeconomically disadvantaged was 50% of students were "Prepared" level on the College/Career Indicator 2) Hispanic was 51.3% were "Prepared" level on the College/Career Indicator 3) English Learners 36.4% of students were "Prepared" level on the College/Career Indicator.  4) The redistribution of resources and staffing is to ensure that all students have increased access to academic advising, direct counseling services and meetings, and to provide early identification of students at risk of failing and needing targeted interventions.|2021-06-14||2021                
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.||2021-06-17||2021                
01612590129932|East Bay Innovation Academy|7|EBIA's graduation requirements are aligned with UC A-G requirements and exceed the California minimum requirements, covering a broad course of study at each grade level.  Unduplicated student groups and students with IEPs are supported in the courses through full inclusion model of services.|In recognition of Covid's disproportionate impact on students and in accordance with CDE guidance, alternate graduation pathways have been made available to affected cohorts.|Regular attendance proved to be a hurdle for some students during distance learning.|Through credit recovery, CDE guidance and alternate pathways, all students are monitored in their progress towards completing course of study.||2021-06-09||2021                
01612590130633|Lighthouse Community 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 tools used by the LEA to determine if all students (including unduplicated pupils) enrolled in a broad course of study are: student schedules, progress reports, IEP Plans, and English Learner 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 tools used by the LEA to determine if all students (including unduplicated pupils) enrolled in a broad course of study are: student schedules, transcripts, IEP Plans, and English Learner plans.|All students at the LEA enroll in a broad course of study appropriate for their grade range. All students are enrolled in the same common curricular sequence in core and non-core classes, including Advanced Placement courses, which ensures that all students have access to and are enrolled in this broad course of study. 7th and 8th graders at the LEA do not take Foreign Language, though students do complete required foreign language when they enroll in our 9-12 program.|The primary barrier to providing foreign in Grades 7 and 8 is our small school size. We are investigating online and other options to provide this access to our Grade 7 and 8 students.|As part of model design and budgeting for the upcoming school year, the LEA will investigate the possibility of adding foreign language in Grades 7 and 8 across our sites.||2021-10-06||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
01612590132514|Francophone Charter School of Oakland|7|Francophone uses teacher credentials, classroom schedules, and master schedules in Pathways to ensure all students have access to and are enrolled in a broad course of study.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), as well as instruction in French, and Physical Education. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.|All students receive instruction in English, Science, Social Science, Math, and French, and Physical Education, and Visual and Performing Arts during the school day.   Our Dual Immersion model uses the following ratios of French to English instruction: Grades K-2:  90:10 Grades 3-5: 70:30 Grades 6-8: 50:50 Francophone students in the upper grades receive health instruction as well. There are no Career Technical Education or Applied Arts courses offered at the school.|Francophone School is a small French immersion elementary school focused on ensuring students excel in English and French and become well-rounded citizens of the global community.  Due to staffing and physical space constraints, we cannot expand our course offerings any further.|We will continue to incorporate a broad course of study into the regular school day and seek opportunities to provide our students with enrichment opportunities in other areas of study.||2021-06-21||2021                
01612590134015|Lodestar: A Lighthouse Community Charter Public|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 tools used by the LEA to determine if all students (including unduplicated pupils) enrolled in a broad course of study are: student schedules, progress reports, IEP Plans, and English Learner 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 tools used by the LEA to determine if all students (including unduplicated pupils) enrolled in a broad course of study are: student schedules, transcripts, IEP Plans, and English Learner plans.|All students at the LEA enroll in a broad course of study appropriate for their grade range. All students are enrolled in the same common curricular sequence in core and non-core classes, including Advanced Placement courses, which ensures that all students have access to and are enrolled in this broad course of study. 7th and 8th graders at the LEA do not take Foreign Language, though students do complete required foreign language when they enroll in our 9-12 program.|The primary barrier to providing foreign in Grades 7 and 8 is our small school size. We are investigating online and other options to provide this access to our Grade 7 and 8 students.|As part of model design and budgeting for the upcoming school year, the LEA will investigate the possibility of adding foreign language in Grades 7 and 8 across our sites.||2021-10-06||2021                
01612596113807|AIMS College Prep Middle|7|At AIMS MS, all students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education World Languages Courses (Mandarin/Spanish) Visual & Performing Art courses (Art/Graphic Design/Music)|During the 2020-21 academic school year, all Middle School students were enrolled in the following courses both in distance & hybrid learning settings. :  English Language Arts Mathematics Social Studies Science Physical Education World Languages Courses (Mandarin/Spanish) Visual & Performing Art courses (Art/Graphic Design/Music)   This is ensured by enrollment as well as consistent progress monitoring. Students who required additional support in core subjects, through pull-out support (in stable cohorts and/or zoom breakout rooms), received services from instructional aids.Students with exceptional needs, as mandated by their IEP or 504, will still have access to general education classrooms based on standard compliance with IEPs. Additionally, students who are English learners either received push-in and/or pull-out services so that they could access coursework in the general education classroom. Newcomer ELs have designated ELD class.|During the 2020-21 academic school year, there were several unprecedented challenges due to Covid-19 pandemic that prevented a greater access to a broad course of study for all students, particularly as it pertained to implementing the instructions virtually via zoom and the online platforms.  Students as well as teachers have difficulties with slow internet connections at time, power outage and issues with online platforms that we used.|During the 2020-21 school year, Covid-19 pandemic forced us to make several changes throughout the year. At the beginning of the school year, we were in 100% distance learning, that required us to modify our master schedules, intervention support plans as well as implementation of Physical Education and Visual & Performing Art courses. Our teachers has to add additional focus on Students’ social emotional well being. Then towards the end of the school year, we reopened school and turned into hybrid learning. Shifting to hybrid learning required us another phase of changes in master schedules, intervention support plans, students safety for in-person learning. We also have resistance from teachers to return to work from school. Some teachers did not return and we faced shortage of teachers and staff.||2021-09-21||2021                
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.||2021-06-17||2021                
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.||2021-10-28||2021                
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 2019-20 school year, internet data indicates 97.2% of all PHS graduates complete their a-g requirements. This is up .2% from 18-19. In reviewing student groups and students with exceptional needs, we find that 81.3% of PHS graduates with disabilities completed their a-g course requirements, a decrease of 8% points.  Though not as high as the overall completion rate, it is much higher than the 2019-20 state of California average student at 50.9% (gen ed and students with disabilities average across the state) and 24% of statewide students with disabilities rate. Unduplicated student groups such as foster, homeless and socio-economic, are not publicly available due to small numbers.|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 and physical education courses.  THe schools have certificated teacher-librarians, a broad range of electives in vocal and instrumental music, other visual and performing arts, technology, 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|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.  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.   Due to the low number of English Learners we have consolidated our ELD course between the three secondary schools.  A difference in the 19-20 and current bell schedule between PMS and PHS impacts 6th-8th grade English Learners as the schedules don't align well.|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. A new A-G tracking system has been developed for the high school level.||2021-10-13||2021                
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 a 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 catalogs 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 place 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.|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 a 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. 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.|Priority 7 is aligned to San Leandro USD Strategic Plan Goal 1 Engage, Educate, Empower, and Goal 2, Educational Equity through College and Career Readiness. One key initiative for Goal 1 is to deliver comprehensive, standards-based TK-12 science and history-social science education through the newly adopted board curriculum and the development of corresponding assessments and projects.  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 addition, we to enhance the implementation of our Multi-tiered Integrated Intervention Support System to comprehensively address the academic and behavioral goals of TK-12 students. In this Goal, we aim to create the conditions and structures that build personalized and real-world learning for all students, with particular attention to our English Learners and Students with Disabilities.||2021-06-29||2021                
01613090000000|San Lorenzo Unified|7|The district uses three main measures to track the extent to which all students have access to a broad course of study.  The first is A-G eligibility.  All courses from our high schools have been filed with UC doorways and have received A-G eligibility.  The second is Advanced Placement (AP) course enrollment.  Arroyo High School offers 14 different AP courses.  San Lorenzo High School offers 12 different AP courses.  East Bay Arts is beginning to explore how to integrate AP courses into their curriculum.  During the 19-20 school year, 1276 or almost 40% of high school students were enrolled in AP classes.  Due to the COVID 19 pandemic this enrollment number lowered in the next two years to 1019 or 33% during 20-21 and to 850 or 28% during 21-22 school year.  The third measure is California Technical Education (CTE) enrollment.  SLzUSD has a strong partnership with the Eden Area Regional Occupational Program.  They have 13 different programs with enrollment in those courses continuing to be high with 191 students attending during the 19-20 school year; 222 students attending during the 20-21 school year; and 214 students attending during this 21-22 school year. Additionally, students have access to 14 classes at their high school sites taught by CTE credentialed teachers (Criminal Justice I and II, Media Arts, Multimedia, Video Production I and II, Journalism and Yearbook, Sports Medicine, Photography I and II, Business Econ, Business Ownership, and Marketing Economics).|Our district makes every effort for our students to have access to a broad course of study.  All of our high school courses have been vetted through the UC Doorways office and students have a variety of paths to earn a high school diploma.  Our English Learners have intensive ELD classes and Sheltered subject area classes (Math, Science, and History) that facilitate earning credits toward graduation.  Students who need more time, but are close to earning all of the requirements of a high school diploma, are allowed to remain a 5th year in our high schools.  Our students with disabilities are placed as dictated by their IEPs and are monitored by case managers to ensure students receive the proper support to earn a high school diploma or the alternative, a Certificate of Completion.  Our district has made agreements with Eden Area ROP for our students to receive subject matter credits (Math, Science, Visual Arts) for courses heavy in those subject areas.  The Eden Area ROP works alongside our Special Education department when enrolling students with disabilities at the ROP center to ensure appropriate support.  Our district does not have prerequisites to sign up for Advanced Placement classes.  Students interested do so with a clear understanding of the requirements of the course, including the taking of AP Placement tests at the end of the course.|The challenges of a 6 period day continue to be an issue, especially for second language learners as well as students with disabilities. Additionally, students who fail a class or receive a D grade and want to retake the course for a higher grade, in order to be A-G eligible and be able to attend a college or university after high school, give up opportunities to take AP or CTE courses.|Due to the COVID 19 pandemic and students taught through Distance Learning from 3/2019 to 6/2021, our students failed classes at higher rates than in the past.  Our district has increased the number of licenses for credit recovery to support students returning to on-track to graduation status.  Additionally, we have formal MOUs with our local Chabot Community College to offer Dual Enrollment classes that can further provide college credits as well as high school credits.  We are also in the process of reviewing some of our Small Learning Communities elective courses (Project Lead the Way in Biomedical Science and Engineering certified) which have been filed as meeting D-Science subject area to meet the third year in science requirement in our district.||2021-10-19||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
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.|100% of 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
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 2019/20 school year, there were 959 students (took AP exams) taking AP courses. 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.||2021-06-22||2021                
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, as well as 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 and pass rates, AP course enrollment and exam passage, and CTE courses/enrollment rates.. All these are disaggregated by unduplicated/high needs student groups, race/ethnicity and include students with special needs.|Based on Pleasanton Unified School District’s Board Policy 6143 on course of study, the district shall provide all 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, a variety of 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,  A-G courses represent 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).  Overall, PUSD students showed a decline of -3% from 2019-2020 in A-G completion. Emerging Bilinguals and low income students showed increases of 4% and 37% respectively, while students with disabilities and Hispanic/Latino students showed decreases of -39% and -18% respectively. African American/Black students showed a slight decline of -2%. Ninth grade math enrollment shows that for Algebra 1, enrollment percentages are consistent with the demographics of our overall student population, while for Geometry fewer Emerging Bilinguals are enrolled.|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.  Moving forward in the 2021-2022 school year, the district is initiating the development of a systemic Equity Plan with the assistance of an outside consultant. In addition  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 low income, Emerging Bilinguals and foster/homeless students in higher level classes, PUSD has developed various actions related to course access.   .PUSD has developed a five-year Career Technical Education master plan. 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 Xello and with the support of counselors funded with LCAP funding. In the area of professional development, funding through LCAP has been allocated to increase opportunities in the areas of culturally relevant instructional strategies, restorative practices, and English Language Development based on the ELA/ELD Framework.    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 an Intervention Specialist, to support the learning needs of identified students and provide job embedded professional development. Moving forward in the 2021-2022 school year, the district is initiating the development of an Equity Plan with the assistance of an outside consultant. In addition, PUSD has identified a Coordinator of Equity and Access.|Additionally, PUSD is implementing a Multi-Tier System of Support that includes examining and more clearly articulating our learning outcomes and supports for all students, especially  students of color, students with disabilities and unduplicated students.|2021-06-24||2021                
01771800138289|Latitude 37.8 High (SBE)|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.|Based on student enrollment in a broad course of study, Latitude’s analysis indicates strong readiness 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's academic courses at the high school level have been submitted to and approved by the UC Office of the President, and in turn, all students at Latitude have the opportunity to earn credits that fulfill the A-G requirements. Latitude also pursues 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 has begun the process of establishing 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).||2021-10-28||2021                
04100410000000|Butte County Office of Education|7|Each student enrolled in a BCOE school program must meet the minimum state requirements for graduation for their personalized academic path, including AB2306, 1806 or 167/216 requirements for juvenile court school, foster and/or homeless youth students. Many students entering BCOE school programs are credit deficient and strive to complete the minimum requirements to obtain a diploma so they can enter the workforce or continue their education.  Annually, the Student Programs and Educational Support school administration team uses the CCSESA LEA Self-Assessment (LEASA) rubric to monitor and support continuous improvement of Strategic Plan implementation and 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.  In measure #2, Teaching, Learning and Assessment, the LEA has self-identified as working to "Installing: Working towards implementation."  The LEA is working with content area teachers to implement 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 BCOE alternative education programs.|The LEA provides alternatives to the traditional comprehensive school model.  The leadership team believes students should receive a personalized and real world approach to learning. Courses of Study are a guide for teachers. In addition, BCOE school programs continue to work with a nationwide organization and the local CTE office to develop practices around a meaningful advisory, internships and project based learning.    Every student enrolled in a BCOE school program has access to 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 moved from "Laying the Foundation" to “Installing or Working towards Implementation” for a broad course of study in June 2019 and remained there in August 2020.|Access to a broad course of study will always vary from site to site as the needs of students enrolled in these programs differ. For example, some sites serve incarcerated youth.  The sites are limited by the requirements of the legal system. Others serve students identified for special education services and these students are often on a certificate of completion track. Students enrolled in these 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 to implement a pilot internship program during the 2021-2022 school year, or as soon as COVID-19 public health restrictions allow.|The LEA supports Course of Study implementation with student interest driven, integrated content area and social emotional learning professional development.   In addition, online curriculum, Edgenuity, allows students a wide range of course and elective access.    The LEA works with sites and a designated Transition Specialist II to create a framework that better supports student transitions. Schools want to ensure students enroll in the most appropriate courses, remain engaged in their course of study and stay on track for graduation.||2021-06-28||2021                
04100410114991|CORE Butte Charter|7|Student enrollment in courses are 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 student's 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.||2021-06-11||2021                
04100410134213|Come Back Butte Charter|7|Each student enrolled at Come Back must meet the minimum state requirements for graduation for their personalized academic path, including AB2306, 1806 or 167/216 requirements for juvenile court school, foster and/or homeless youth students. Many students entering this program are credit deficient and strive to complete the minimum requirements to obtain a diploma so they can enter the workforce or continue their education.  Annually, the Student Programs and Educational Support school administration team uses the CCSESA LEA Self-Assessment (LEASA) rubric to monitor and support continuous improvement of Strategic Plan implementation and 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.  In measure #2, Teaching, Learning and Assessment, the LEA has self-identified as working to "Installing: Working towards implementation."  The LEA is working with content area teachers to implement 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 BCOE alternative education programs.|Come Back provides an alternative to the traditional comprehensive school model.  The leadership team believes students should receive a personalized and real world approach to learning. Courses of Study are a guide for teachers. In addition, Come Back continues to work with a nationwide organization and the local CTE office to develop practices around a meaningful advisory, internships and project based learning.    Every student enrolled at Come Back has access to 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 moved from "Laying the Foundation" to “Installing or Working towards Implementation” for a broad course of study in June 2019 and remained there in August 2020.|Students enrolled at Come Back are not on an A-G track for graduation. Come Back serves too few students to make Career Technical Pathways a viable option; however, the LEA is working to implement a pilot internship program during the 2021-2022 school year, or as soon as COVID-19 public health restrictions allow.|The LEA supports Course of Study implementation with student interest driven, integrated content area and social emotional learning professional development.   In addition, the online curriculum, Edgenuity, allows students a wide range of course and elective access.    The LEA works with the site and transition specialists to create a framework that better supports student transitions. Schools want to ensure students enroll in the most appropriate courses, remain engaged in their course of study and stay on track for graduation.||2021-06-28||2021                
04100410430090|Hearthstone|7|Each student enrolled at Hearthstone School must meet graduation requirements, as outlined in Superintendent Policy. Alternate routes to graduation are available for qualifying students under AB2306, 1806 or 167/216 (requirements for juvenile court school, foster and/or homeless youth students). Some students enrolling at Hearthstone are credit deficient and strive to complete the minimum requirements to obtain a diploma so they can enter the workforce or continue their education.  Annually, the Student Programs and Educational Support school administration team uses the CCSESA LEA Self-Assessment (LEASA) rubric to monitor and support continuous improvement of Strategic Plan implementation and 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.  In measure #2, Teaching, Learning and Assessment, the LEA has self-identified as working to "Installing: Working towards implementation."  The LEA is working with content area teachers to implement 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 BCOE alternative education programs.|Hearthstone provides an alternative to the traditional comprehensive school model.  The leadership team believes students should receive a personalized and real world approach to learning. Courses of Study are a guide for teachers. In addition, Hearthstone continues to work with a nationwide organization and the local CTE office to develop practices around a meaningful advisory, internships and project based learning.    Every student enrolled at Hearthstone has access to 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 moved from "Laying the Foundation" to “Installing or Working towards Implementation” for a broad course of study in June 2019 and remained there in August 2020.|Hearthstone students have the option for an A-G graduation track.   Hearthstone maintains several Career Technical Pathways and is working with the LEA and local CTE office to implement a pilot internship program in upcoming years.|The LEA supports Course of Study implementation with student interest driven, integrated content area and social emotional learning professional development.   In addition, the online curriculum, Edgenuity, allows students a wide range of course and elective access.    The LEA works with sites and a designated Transition Specialist II to create a framework that better supports student transitions. Hearthstone wants to ensure students enroll in the most appropriate courses, remain engaged in their course of study and stay on track for graduation.||2021-06-28||2021                
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||2021-10-21||2021                
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 adopting new History/Social Studies and evaluation new science materials this school year.  With the adoption of this curriculum it will allow equal access to Content Standard Curriculum in History/Social Studies.  This same process is being followed for the NGSS Science Curriculum. 	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.|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.|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. The high school has added 4 CTE course that are articulated with the local Junior College.  Students in these course will receive high school and college credit.|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.||2021-10-06||2021                
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. We also analyze enrollment by student group in CTE, Honors, AVID, and AP Courses.|The performance color on the Fall 2019 College and Career Indicator was green. 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 declined for all students from 39.1% 2018-19 to 38.5% in 2019-20. The percentage of graduates who passed an Advanced Placement or International Baccalaureate test went from 23.8% 2018-19 to 23.4% in 2019-20.  We see underrepresentation in AP and Honors courses for the following student groups: Foster, Homeless, Socioeconomically Disadvantaged, Students with Disabilities, African American, American Indian or Alaska Native, Hispanic, and English Learners.|The primary barrier identified in providing access to a broad course of study for students in grades 7-12 is a lack of scheduling flexibility for individual students due to limitations inherent in the current school schedule, particularly at grades 9-12. We also see trends in academic achievement in the lower grade levels that lead us to believe that students are lacking prerequisite skills for a variety of courses, especially the higher-level courses.|Chico Unified School District will continue to offer broad courses of study including: Advanced Placement, Career and Technical Education, GATE (grades 3-5), honors courses, college level coursework, visual and performing arts, world language, college preparatory, and alternative education. For the 2021-22 school year, Chico High School will deliver an 8-period day model. This model will allow students to take a wide variety of classes. At the elementary levels, for the 2021-22 school  year, Chico Unified will employ reading teachers at each elementary school site to provide support for learning loss that K-5 students experienced during the 2020-21 school year.||2021-06-23||2021                
04614240110551|Nord Country|7|Nord Country School tracks progress in meeting Priority 7 standards by reviewing course offerings, class and school schedules.|100% of our students have access to and are enrolled in a broad course of study. In addition to core academic classes and physical education, all students in Kindergarten – 5th grade have art class for 100 minutes on alternating weeks throughout the year. Unfortunately, due to COVID, there has been no music classes. They also have Spanish instruction twice a week. All 6th – 8th grade students have access to an elective every semester.|Although COVID-19 has decreased the enrichment activities on campus, all students continue to be enrolled in a broad course of study.|Given the results on the measure, no revisions, decisions or new actions will be implemented.||2021-06-30||2021                
04614240118042|Forest Ranch Charter|7|Our MTSS Leadership Team  reviews student class and course placement each year through use of SchoolWise, our Student Information System.|Student s in TK – 8th are in self contained classes  with small numbers and have access to all required areas of study and many elective activities. This is tracked through SchoolWise, our Student Information System.  Middle School has access to a wider range of additional opportunities including Career Training, Leadership and additional electives. These are generally offered  by their primary teachers with occasional use of guest speakers, county programs or outside vendors.|At this time the only barrier to providing a broad course of study for all students is finding appropriately credentialed specialty teachers at times.|We are providing a broad course of study at this time to all students.||2021-06-29||2021                
04614240120394|Inspire School of Arts and Sciences|7|Inspire School of Arts and Scinces 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 Aeries identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2020-21 school year, 100% of Inspire students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i).|All Inspire students in grades 9-12 are enrolled in a broad course of study. Our school offers access and enrollment in the seven areas identified as a broad course of study for grades 9-12. All students have access to visual and performing arts within the regular school day.|Barriers preventing Inspire from maximizing broad course of study offerings to all students include: 1) Low SES students tend not to choose Honors and AP coursework. 1) Students in advanced engineering and math courses are disproportionately male.|In order to meet the needs of our low-SES students, Inspire's LCAP provides increased access to counseling support. Planned actions also include embedding social-emotional learning curriculum in Advisories. A regular analysis of enrollment in a broad course of studies helps to inform the school as it makes decisions on offerings and using the LCAP as a planning and budgetary tool to support Priority 7.||2021-05-10||2021                
04614240121475|Sherwood Montessori|7|Observation of learning environments and lessons indicate that all students have access and are enrolled in a broad course of study.|The LEA is a single site charter school. All students have access and are enrolled in a broad course of study.|No barriers are preventing access. Distance learning limited opportunities to less frequent/ less time, but all subjects were presented.|Return to in-person learning has allowed the LEA more time to give students access.||2021-05-20||2021                
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.||2021-06-28||2021                
04614240137828|Pivot Charter School North Valley II|7|Pivot Charter School has access to a significant amount of student academic and engagement data. At any time, school staff can see what courses students are accessing, when they are accessing them, and how they are performing in those courses. When students enroll at Pivot, their transcripts and other grade reports are analyzed to develop an individualized course schedule. Courses assigned cover a broad range of study. Then each student’s Educational Coordinator tracks each student daily to ensure that they are indeed accessing and engaging in their coursework. The measures and tools available to Pivot staff include reports that show dates and times students access courses, how much time they spend in the instructional portions of the course and the assessment portions, and achievement and scores on graded assignments. Students and parents also have access to this data in real time through their online curriculum platforms. These measures are implemented for all students in all grade spans including unduplicated student groups and individuals with exceptional needs. Additionally, Pivot utilizes surveys to parents and students regarding their experiences with the curriculum, courses, and engagement in academics.|Data analysis of the courses students take and complete overwhelmingly show that students are focusing on the four core subjects of English, math, science, and history even though students have access to honors and AP options, reading, ELD, RtI, and remediation curriculum. Pivot also offers numerous unique electives such as Architecture, Gothic Literature, and Robotics. Pivot has focused efforts to increase access to junior and community college courses and has recently received grants to expand Career and Technical Education courses and pathways. There are not many online elective course options for students in grades 6-8. Pivot regularly reviews curriculum options for students to make sure that a variety is available. No curriculum provider has a broad enough course catalog to satisfy the needs of Pivot students so we have had to supplement with additional curriculum options and hands-on elective activities at the resource center. It is imperative that Pivot continues to focus on ensuring that students have the skills to be successful in an independent study program by providing access to training in executive functioning and support through RtI and study skills classes that are geared toward students becoming independent learners. Once students have acquired these skills, they have everything they need to access our broad courses of study. Pivot continues to improve in providing students with these skills, and most importantly, tracking their success.|Pivot Charter School is an independent study school that utilizes an online curriculum for all of its students. The supplemental resource center program is able to complement the online curriculum but not all students choose to access it. Lack of access to transportation or the need to work during school hours are just some examples of the barriers that students face in attending these types of programs. Pivot provides bus passes and assists with carpools for families to be able to access the resource center. We also use coming to the resource center to work face to face with credentialed teachers as an MTSS support strategy. Another barrier is the limitations of the online curriculum to provide a broad course of study. For example, the middle school curriculum only provides a limited library of elective courses so teachers often prefer to offer elective-type courses in person. However, since not all students attend the supplemental resource center program, not all students have access to those resources.|Pivot will work to develop a broad course of study for all students that can be accessed in a virtual format that will be teacher-created and teacher-led, as well as more focused on-site options for students. There has been some success reaching students virtually that we can continue to build on such as online workshops and office hours as well as online elective courses. We have similarly strengthened our ability to provide online counseling and social and emotional support through various “virtual” platforms. These methods were extremely successful throughout the stay at home orders the last 15 months. Counselors reported that more students attended optional and special education sessions than in previous years. Additionally, we are developing a block schedule for middle school students that includes a dedicated block to elective-type coursework. One of the curriculum providers utilized by Pivot also has expanded their course library for middle school students and these will be made available to students in the upcoming school year. To address the barrier of a lack of access to the technology needed to thoroughly engage students from a variety of backgrounds, we will continue to purchase equipment that can be loaned out to students. Through the pandemic, all students had the technology needed to access their courses and we will continue to provide this for  100% of our students who need it.||2021-06-04||2021                
04614246113773|Chico Country Day|7|All teachers at CCDS are fully credentialed and appropriately assigned in the subject area and for the pupils, they are teaching. CCDS students have access to ELA, Math, NGSS, History, PE, Health, and Music. Additionally, we offer electives for our middle school students and after-school opportunities for students. For our unduplicated student groups and individuals with exceptional needs, we review student needs and have hired staff to align community resources.|CCDS is participating in Cognitively Guided Instruction professional development in Math to support all students and specifically address the needs of our special education students which our 2019 CAASPP data indicated were underperforming. Teachers continue to develop project-based work that embedded state standards and weaves formative and summative assessments.|Ensuring students are accessing and engaged during their quarantine period due to COVID-19  has been a barrier in accessing a broad course of study. We noticed student engagement dropped in 20-21 due to school closures and limited in person instruction. We are looking at our tier re engagement process and collaborating with community agencies to remove barriers for familes.|We've been implementing COVID-19 safety procedures to limit the need to quarantine. We have also strengthened our independent study program to ensure continuity of learning and access to a credential teacher. Our attendance team is also collecting and review attendance and engagement data and reaching out to families who are not engaged in school. We plan on providing extended learning opptournites for all students.||2021-06-22||2021                
04614246119523|Blue Oak Charter|7|Blue Oak measures student engagement in a broad course of study utilizing Aeries enrollment information, the Master Schedule, and teacher block plans.  Students at all grade levels engage regularly including arts, world views, cultural perspectives, natural sciences, and other courses of study.|All students at Blue Oak are engaged in the broad course of study through their daily practice of Main Lesson and Specialty Classes.   Field trips and other experiential learning opportunities are also supportive.|N/A|Blue Oak continues to create professional development opportunities, collaborative support, and parent engagement to continue and increase the course of study provided.||2021-06-15||2021                
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). DHS: White: 67.8% Hispanic: 26.5% SWD: 11.7% SED: 38.9% ELL: 3.0% DIS: White: 69.0%, HIspanic: 22.6%, SWD: 12.5%, SED: 47.2%, ELL: 8.9%|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 the 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 elective courses can occur when a 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 paraeducator, and Bilingual Family Liaison positions), incorporation of the MAP assessment, Lexia and illuminate programs 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.|2021-06-23||2021                
04614570000000|Golden Feather Union Elementary|7|Golden Feather Elementary will implement a Multi-tiered System of Support utilizing multiple forms of data to identify the academic, social-Emotional, and/or behavioral needs of our students.  All students including unduplicated student groups, have access to and receive instruction in a broad course of study, including all of the subject areas.|Metric - Providing a broad course of study to all students.  Baseline - 100% students are enrolled in a broad course of study.|Since the LEA is providing to 100% there are currently no barriers.|Hire an/or maintain credentialed teachers to provide broad course of study including intervention teachers.||2021-06-24||2021                
04614990000000|Manzanita Elementary|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 MESD continue to receive equal access to education without regard to their status as students of color or socioeconomic level. Students requiring additional support have access to after school and in-school interventions through the use of school-wide WIN time or What I Need.|One barrier identified by MESD is the lack of elective course offerings for middle school students due to staffing challenges.|During the 21-22 school year all middle school students will have elective classes that will take place two days when students are not in PE. These electives will change throughout the school year.||2021-06-16||2021                
04615070000000|Oroville City Elementary|7|OCESD monitors the Broad Course of Study to ensure students have access to a variety of subjects.  Reviewing the master schedule is one of the ways OCESD monitors accessibility.  All students in middle school are offered an additional course beyond the core subjects.  In addition, our SPED students are offered courses through mainstreaming and this is audited through case reviews.  During the annual review of IEP goals, a  team determines the level of broad course of study the in which the student will participate.  File audits are also used to review the Broad Course of Study.|We currently have a disparity in which one middle school is offering band and the other does not have any music program.  This is a temporary situation that is occurring this year but has not occured in the past.|At our two middle schools we have one school that offers band and the other school does not.  This is due to not being able to find a full time band teacher.  We continue to search and advertise to get a full time band teacher.  Once we are able to hire a full time  band teacher, both sites will have equity.|OCESD continues to work on bringing back the music program to the level it had in prior years.||2021-06-23||2021                
04615070121509|Ipakanni Early College Charter|7|All students have Chromebooks where they are able to access our online platform as well as google classroom for the 6th-12th grade level.  For the K-5th students, they use state-adopted textbooks.  The curriculum meets the California State Standards.  The online platform has built-in readers and differentiation of instruction based on the student levels.  The curriculum meets the needs of all students.|The elementary students use a state-adopted curriculum and the high school students use a curriculum that meets the a-g requirements.  All students have access to a broad course of study.|There are no barriers to providing a broad course of studies.  We are not able to provide all the programs that bigger schools are able to but we are able to have students concurrently enroll in Butte College to meet these needs.|All students have access to a broad course of study.||2021-06-28||2021                
04615070129577|STREAM Charter|7|STREAM uses teacher credentials, classroom schedules, and master schedules in Aeries to ensure all students have access to and are enrolled in a broad course of study.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), as well as instruction in Visual and Performing Arts and Physical Education. Art instruction is embedded in our core curriculum. Separate instruction by specialists is provided for Music and Physical Education.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.|STREAM (Science, Technology, Reading, Engineering, Arts and Mathematics) offers a rigorous academic program that serves a diverse student body. All students receive instruction in English, Science, Social Science, Math, Physical Education, and Visual and Performing Arts.  STREAM students in the upper grades receive health instruction as well. There are no formal Career Technical Education , Applied Arts, or Foreign Language courses offered at the school. However, during Genius Hour at the end of each school day, students engage in learning activities of their choice which include Foreign Language, Culinary Arts, woodworking, leather and jewelry making, broadcasting (learning how to use cameras and boom mikes), radio theatre, and musical theatre productions.|STREAM is a small charter school focused on preparing students to be confident, equipped, intentional, and collaborative 21st Century thinkers who are motivated and skilled to meet the challenges of their rapidly changing world. Due to staffing and physical space constraints, we cannot expand our course offerings any further.|STREAM will continue to incorporate a broad course of study into the regular school day and seek opportunities to provide our students with enrichment opportunities in other areas of study.||2021-10-27||2021                
04615150000000|Oroville Union High|7|For the 2020-2021 school year, 100% of Oroville Union High 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 secondary students in Oroville Union High 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 addition to the English Language Development course. Through a partnership with Butte-Glenn Community College, high school students have access to college credit bearing courses. Both comprehensive high schools offer Advanced Placement courses and also offer a robust Career Technical Education pathway. Barriers preventing OUHSD 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 2021-2022 school year. Funding for these offerings comes from the LCAP and the Extended Learning Opportunities Grant.|OUHSD reviews and uses California School Dashboard Indicators to inform educational practice.  Using 19-20 data, OUHSD had the following graduation rates: 89.5% All, 60.3% SWD, 100% Foster Youth and 82.4% EL's.  OUHSD needs to improve graduation rates for all students, especially students with disabilities.  OUHSD is using a co-teaching model in core classes to support students and IEP's, as well as, general education students that struggle.  OUHSD is also concerned about the College and Career Readiness California School Dashboard Indicator and the number of students deemed prepared.  Using 19-20 data, OUHSD had the following percentages of students deemed "prepared:" All 26.4 ,SWD 0%, EL 23.5%, African American 11%, American Indian 14.9%, Asian 52.4%, Hispanic 20.4%,White 25.5%, SED 22.9% , and Homeless 14.8%.  The OUHSD Board of Trustees has directed school administration to focus on improving the number of students deemed prepared on the College and Career Readiness Dashboard Indicator. We are requiring the development of 4 year plans for all students and educating counselors on CTE pathways and how students complete pathways.|One of the barriers to students accessing a broad course of study is that OUHSD is a small district and in some courses, such as music, AP courses, and CTE courses, there are often only one period offered of each course at each school site.  Graduation requirements in the 9th and 10th grade year make it difficult for students to take music, , Spanish, AP courses and/or CTE courses. OUHSD is exploring options to give students flexibility in meeting graduation requirements, such as 9th graders taking Biology and taking independent study PE.|OUHSD is in the process of developing four year plans for all students.  OUHSD has hired College/Career Readiness techs to assist students in finding information about scholarships, careers, and colleges. The impetus for that change is to improve the district's College and Career Readiness Dashboard Indicator, as well as improve the district's graduation dashboard.|OUHSD is always exploring ways to offer students an excellent and equitable educational experience.  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.|2021-09-15||2021                
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 including art, music and physical education. All students participate in physical education rotations taught by a subject matter specialist(s). Enrichment and intervention opportunities are provided within the daily schedule and will also be offered after school in the 2021-2022 school year.  In grade 4-5, students are assigned to self-contained classes in which all core subject matter is taught, including art, music and physical education. In addition, enrichment and intervention opportunities are provided for all students within the school day and will also be offered after school in the 2021-2022 school year. All students participate in physical education and music rotations as provided by subject matter specialists In grades 6-8, students are enrolled in departmentalized courses, all students within a grade level are enrolled in core academic classes that address grade level standards. In addition, enrichment and intervention opportunities are provided for all students within the school day and will also be offered after school in the 2021-2022 school year. In 7-8 grades, students have the opportunity to sign up for music, art, technology classes during the exploratory period. In the 2020-2021 school year we added Agricultural classes for 7th and 8th graders and will include 6th graders in the 2021-2022 school year.|The following barriers have been identified in regards to our ability to provide a broad course of study to all students:  •	Length of the instructional day •	Lack of ongoing funding to support subject matter specialists at all sites.|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.||2021-06-23||2021                
04615310000000|Paradise Unified|7|Paradise Unified School District disaggregates and analyzes data for unduplicated student groups and students with disabilities based on course enrollment data, course completion data, CalPads data, AP enrollment, iReady data, ELPAC data, and the California School Dashboard's College and Career Indicator. This data is analyzed to figure out to which extent PUSD students have access and succeed in a broad course of study.|All students in PUSD are enrolled in a broad course of study.  Data is disaggregated and monitored to ensure that all students are receiving the curriculum and courses they need.  According to the College and Career Indicator for 2020 on Data Quest, 39% of students are either prepared or are approaching prepared.  However, performance gaps were evident for our Students with Disabilities and our English Learners. Our high schools are focusing on improving College and Career for all.   Case managers closely monitor special Education students to ensure that they are receiving a complete and robust curriculum. Our Student Services director meets with case managers regularly to offer guidance and support for their students.    English Learners are also being monitored through our iReady Reading and Math Diagnostics. Teachers offer English Language Development in the classroom or through intervention time to meet the needs of the English Learners.    In addition, PUSD has purchased eduClimber, a district-wide computer system that supports all students to better monitor academic achievement.|At this time, the Covid-19 Pandemic seems to be our most significant barrier for some students that don't attend school on-site at one of our schools. However, PUSD can offer an Independent Study Program and an online program called Edmentum for students who don't participate in in-person learning.|Paradise Unified School District will continue to offer broad courses of study, including Advanced Placement, Career and Technical Education, College Connection, Honors courses, world language, college preparatory, visual and performing arts, and alternative education.  Our alternative high school is being reconstructed due to being destroyed in the Camp Fire, and it is being rebuilt next to our comprehensive high school. This will allow students in the alternative high school to have more access to courses at the high school.|PUSD is excited to be rolling out eduClimber, our district-wide assessment data program to all staff this year. This will continue and improve our efforts of using student achievement data to guide all our discussions, brainstorming, and decisions.|2021-06-15||2021                
04615310110338|Achieve Charter School of Paradise Inc.|7|Achieve tracks providing equal access to fine and performing arts for all students though review of the schools master schedule and intervention pull-out schedule. There is only one class per grade level at Achieve so all students are enrolled in the same course at the same time. Intervention pull out times are strategically scheduled so that students do not miss fine and performing arts activities.|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. There is only one class per grade level at Achieve so all students are enrolled in the same course at the same time. Intervention pull out times are strategically scheduled so that students do not miss fine and performing arts activities.|There are no barriers preventing Achieve from providing access to a broad course of study for students.|Achieve needs to take no additional action||2021-06-23||2021                
04615316112585|HomeTech Charter|7|HomeTech evaluates these measures based upon LCAP metrics and the Dashboard.  Programs added to support our unduplicated population are implemented school-wide.|All students have access to a broad course of study.  HomeTech’s 2021-24 LCAP seeks to broaden the course of study by implementing site-based CTE pathways, adding more music and fine arts courses and expanding into digital arts.|Current barriers to a broad course of study continue to be funding and staffing.  After the Camp Fire significantly reduced enrollment, staffing was also cut significantly.  2021-24 will be rebuilding years for HomeTech as we strive to increase enrollment, course offerings and staff to meet student needs.|HomeTech will begin looking for new streams of funding which include Federal Title funding, grants, donations and other available sources.  Additional funding will allow HomeTech the ability to broaden current course offerings.||2021-06-23||2021                
04615316112999|Paradise Charter Middle|7|100% of our students are enrolled in grade level appropriate offerings as identified by our SIS.|All students in grades 6-8 have access to a broad course of study including Mathematics, ELA, Science, History, Physical Education, Health & Wellness, and student leadership. We also offer advisory courses that include French, coding & programming, academic support, genius hour, physics, engineering, and  various sports.|We are able to offer one advisory class in French, but that only serves our 7th/8th graders. It is challenging to find a fulltime foreign language instructor.|PCMS will continue to offer a wide range of opportunities for our students within the scope of all compliance with Teacher Credentialing.||2021-11-16||2021                
04615316113765|Children's Community Charter|7|100% of students are placed in grade level appropriate course offerings as identified by our SIS.|All students in grades K-6 have access to a broad course of study including (but not limited to) English Language Arts, Mathematics, Social Science, Visual and Performing Arts, and Physical Education.  Students have opportunities to perform in two performances a year as well as participate in class plays.  In grades 7-8, students have the same opportunities as well as having opportunities to participate in electives such as Career Technical Education and Applied Arts.  Our middle school could improve by offering a Foreign Language.|Offering a foreign language is tricky for our small school.  There are various reasons, but at the top of the list is having a fully credentialed foreign language teacher to deliver the instruction is challenging.|CCCS will continue to offer a wide range of opportunities for our students within the scope of all compliance mandates associated with teacher credentialing.||2021-11-11||2021                
04615490000000|Thermalito Union Elementary|7|Grades 6-8, Aeries middle school master schedule and percent of students enrolled in electives. Grades TK-5, Aeries master schedule, and rosters for the music/art schedule.|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, and Science Technology, Engineering, and Math (STEM). 26% of students are enrolled in ELD or math/reading intervention; we are working toward all students having access to all electives. All TK-5 students have access to core content areas (English, math, history social studies, science, and PE) on a daily basis. All students have access to music, art, and additional physical education, per trimester, throughout the year.|In grades 6-8, the school size limits elective choices. In addition, approximately 26% of Nelson students needed ELD, reading, or math intervention classes and had Tier 3 intervention classes in lieu of an elective. In grades TK-5, schools share three FTE teachers for art, music, and additional physical education who rotate between sites.|LCAP stakeholders (parents, staff, board members, and administrators) will continue to brainstorm, prioritize, and recommend actions and services to help promote expanded elective offerings to all students, at all school sites, throughout the entire year.||2021-06-21||2021                
04733790000000|Pioneer Union Elementary|7|All students have access to all courses offered.|All students have access to all courses offered|The only barrier is our size and location. We have lost about half of our student population after the North Complex Fire. We are in a temporary location about 30 miles away.|All core curriculum is brand new due to the fire. We have the latest teaching technology and have regular professional development for implementation of the curriculum.||2021-06-23||2021                
04755070000000|Gridley Unified|7|GUSD measures its students' access to a broad course of study through examining sheer number of classes outside the four core subjects that are offered each year, querying whether or not there are special requirements to take certain classes, and examining student representation within classes to look for disparate distributions of students in key subgroups such as students with disabilities, English learners, and low income students. Unlike other districts that have multiple schools serving particular grade bands, GUSD offers one school per grade band, so there is inherently no difference in offerings to students in the district based on the school they attend in the district. With regard to disparities within schools, the student distributions of students in the lower grades is maintained by the site administrators examining the balances of students in the classes for parity in subgroup status, and adjustments made accordingly. There may be occasional minor disparities, such as placing the least English-proficient students with a bilingual teacher or in a class that has a bilingual aide, but this is intended to accelerate those students' acquisition of English while not limiting their access to the core curriculum in the interim. Class lists of identified areas in upper grades  are compared for English learners, students with disabilities, and low income to look for disparity.|There remains some minor disparities in enrollments In the general high school population for 20-21. Students with disabilities and English learners are underrepresented in AP or honors classes, but reasonably well represented in CTE courses. but that number improves slightly if the number of ELs or reclassified ELs is instead considered. This is because at Gridley High, there are typically a very low number of actual EL students, under 20 in most years, and those who remain in EL status by the time they are eligible on grade level of AP and honors classes are typically recent immigrants to the USA and have not yet developed enough English to engage in the demands of complex AP and honors work. When reclassified students are included, the disparity evens out.  Students with disabilities are not actively barred from those "higher" courses, but choose not to enroll more often than not. Their participation in a full college prep courseload is ensured though as nearly all core classes and most elective are A to G certified. The classes that are not are either some electives or are designed specifically for the most cognitively challenged  students with disabilities only. In the CTE courses, parity is closer for all the subgroups.|There are no particular identified barriers as part of policy or practice to students enrolling in any classes within GHS, other than requirements to take certain classes with passing grades in the correct sequence, or barriers based on limited numbers of seats in the class perhaps. Surveys of students and past accreditation visitation reports have remarked that there is always demand for more variation in electives, and this is a challenge given that GUSD is a relatively small district, and credentialing requirements sometimes prevent one-off electives from being offered. The district tries to compensate for this to some degree by supporting low class enrollments in courses such as AP through continuing to offer them even though enrollments are low and from a purely fiscal standpoint, the class doesn't "pencil out" to offer a class with only a handful of students. At lower grades (6-8) there is only a single available elective period for students and as a result there are times when a student is not able to take all that they would like, sometimes due to being an English learner and being instead placed into special English Language Development classes. This is an intentional choice on the part of the district to ensure that students who have not reached proficiency with academic English due to being second language learners can more quickly achieve that proficiency and thus be enabled to take additional classes at the high school level after being reclassified proficient.|With regard to the disparity noted for students with disabilities, the district is exploring ways to promote the possibility of AP or honors classes to those students as an option that need not be closed off to them, even though it will require perseverance on their part perhaps to achieve success, even with accommodations in place.||2021-06-30||2021                
05100580000000|Calaveras County Office of Education|7|All students have access to Florida Virtual School (FLVS) courses which are California Common Core Standards based and A-G approved. FLVS curriculum has multiple course offerings across subject matter. Coursework across grade levels is differentiated to meet the needs of individual students. All students have equal access to coursework regardless of exceptional needs.|Due to the limited number of students enrolled in both CRA and Oakendell Community School it is easy to track access to a broad course of study. All students have equal access to a broad course of study through the FLVS platform.|All students have access to a broad course of study.|All students will continue to have equal access to a broad course of study. Evaluation of student needs will be ongoing.||2021-06-07||2021                
05100580530154|Mountain Oaks|7|Mountain Oaks uses a combination of three 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 paper curriculum tracking system, Destiny, and the digital curriculum platform, Edgenuity. The data is reviewed at regular intervals to ensure access to all students including significant subgroups.|Mountain Oaks purchased CSS-aligned curricula in ELA, Math, and Science for grades TK-12 for all students. The i -Ready assessment system is in place, and the support schedule for intervention with the i -Ready remediation system is also in place. Mountain Oaks has purchased the Teacher Toolbox and the new, CSS-aligned Ready curriculum for ELA, Math, and Writing for students in grades TK-8. We have also expanded the college prep and AP courses available through Edgenuity.  Students have shown steady progress in their CAASPP scores in both Math and ELA with the largest gains in Math. Of significant subgroups, students with disabilities have made the greatest gains. Technology offerings were expanded to meet this goal for all students in grades k-12. A replacement plan for failing Chromebooks is in place that allows the school to maintain a 1:1 ratio of devices to students. This has greatly expanded student access to a-g approved curriculum, CTE courses, and virtual workshops. Over 62 a-g approved courses have been accessed by students during the 20/21 school year.|Mountain Oaks strives to address the individual needs of each student. Thus, one overarching school priority is to provide an alternative to and an opportunity for students whose needs are not met in traditional site-based educational settings. The Mountain Oaks student body is comprised of many subgroups of students, including, but not limited to: gifted students; English learners; socioeconomically disadvantaged students; special education students; and “fall-outs” (i.e., marginalized and/or disenfranchised students who have not been successful in the traditional educational system and are at risk of not earning a high school diploma.). Special attention is given to the continuing development of the educational program as an effective strategy to assist low-achieving students in making academic progress.|Mountain Oaks School is focused on improving both the graduation rate and the College/Career readiness of its students.  This is evidenced by the focus the School has given these areas in the LCAP (site goals) and through the identification of CTE Pathways and Partnerships.||2021-09-08||2021                
05615560000000|Bret Harte Union High|7|All students meet individually with school administrators to select courses based on personal goals. In addition to the traditional core subject areas of: English, math, social science, and science; students have access to a wide variety of CTE, art and music courses.  Bret Harte will begin to measure enrollment in our A-G courses, CTE courses and Visual and Performing Arts (VAPA) courses.  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. Currently, the district will look to expand the on-line curriculum offerings to provide more opportunities for students. 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.|Potential barriers preventing Bret Harte from providing access to students interested in pursuing a various pathway may include master schedule limitations, teacher availability, scheduling conflicts, and the expanse of our online curriculum catalog.  In cases where this occurs the District explores other options to meet the needs of the students.|The District will continue to provide equal access using on-line curriculum and dual enrollment through CTE as well as California College and Career Access Pathways (CCAP).||2021-10-04||2021                
05615640000000|Calaveras Unified|7|Each student's schedule is reviewed by school site staff to ensure they have access to a broad course of study.  As part of the LCAP process, CUSD uses our school dashboard and other tools to monitor graduation rate, a-g completion, college/career readiness, CTE enrollment & pathway completion, AP enrollment, test rate and test performance, honors class enrollment, math & ELA achievement, EL progress and reclassification rate, and course access for students with disabilities.|CUSD has one comprehensive middle school, one comprehensive high school, one continuation high school and one independent study program, meaning that any differences between schools would only be at the elementary level.  Though specifics are different at each school, all elementary students have access to a broad course of study.    One specific area CUSD has been focusing on is raising the percentage of students in special education who spend more than 80% of their time in general education.  Currently, 44.7% of our students meet this standard.  The state target is 52.2%.|Although we are committed to improving in this area, a combination of factors, including declining enrollment, fiscal challenges and the ability to find staff has made it difficult to sustain programs affecting students’ access to a broad course of study.|CUSD is always looking for ways to expand its course offerings, including partnering with community members who have expertise.   We have recently added more a-g & CTE course offerings.  We are implementing dual enrollment with Columbia College.  We are considering ways to better prepare students for success in AP courses.  Through the IEP process, looking to maximize access to general education for all students in special education.||2021-06-29||2021                
05615720000000|Mark Twain Union Elementary|7|We are using the self-reflection tool; We also consider the information on the CHKS. Individually, we monitor access through SST and IEP meetings.|Students at both school sites have access and are enrolled in a broad course of study. Our students are provided with a broad course of study in TK - 6 with multiple-subject credentialed teachers; Our 7 - 8, housed at one school, our largest are provided with a broad course of study with single-subject credentialed teachers. We also monitor the assignments of our credentialed staff to ensure there are no mis-assignments.|We are currently in year 1 of a new ELA adoption and are preparing to adopt in Social Studies and Science. With those adoptions we will need to increase our teacher support in implementation, especially in the area of collaboration, staff development on tools/supports within adoption.|The district is looking at a change of calendar to increase teacher support in newly adopted materials. We have increased our supports and materials for designated and integrated instruction for our ELL students. We are also implementing data teams for the purpose of targeted collaboration on student achievement.||2021-11-04||2021                
05615800000000|Vallecito Union|7|Students are enrolled in coursework and classrooms through the Aeries student information system.  At the elementary sites, students are enrolled in self-contained multiple-subject classrooms. At the middle school, students are mainly enrolled in single subject classrooms per subject, and have access to a home room teacher for support.|VUSD's total number of grade 1-5 classes with students enrolled in a Broad Course of Study is 16, four of which are designated as combination classes (K/1; 1/2; 2/3; 3/4).  Number of classes per grade level distribution is as follows:  grade K/1, 2 classes; grade 1, 2 classes; grade 1/2, 1 class; grade 2, 2 classes; grade 2/3, 1 class; grade 3, 2 classes; grade 3/4, 1 class; grade 4, 2 classes; grade 5, 3 classes.   Multiple Subject self-contained classes offer:  English; Mathematics; Social Sciences; Visual & Performing Arts; Health; Physical Education.  The total number of grade 6-8 course offerings with students enrolled in a Broad Course of Study is 59. The number of course offerings per subject distribution is as follows:  English 20; Mathematics 9; Social Sciences 9; Foreign Languages, 1 Spanish elective course; Physical Education 8; Science 9; Visual & Performing Arts, 2 Performing Arts elective courses; Applied Arts, 1 Ceramics elective course.  These counts do not reflect Special Education classes.|The main barrier is limited available staffing in the rural locale and demographics of the district's schools.|The district will continue to focus on recruitment and retention of highly-qualified teaching staff to teach students and to provide a broad course of study.||2021-10-20||2021                
06100660000000|Colusa County Office of Education|7|Students at the S. William Abel Academy have access to a rigorous and broad course of study. Upon an intake meeting, all students are provided academic counseling including graduation requirements and courses needed to meet those requirements. With the support from teachers, the counselor, administration and parents, students then develop an Individualized learning plan to determine the path to accomplish their objectives.  Students have access to Edmentum, which provides online UC-CSU, common core approved courseware to complete course requirements; a broad spectrum of Introductory CTE courses to meet CTE requirements, and access to the community college that is adjacent to the community school for dual enrollment opportunities. Edmentum provides the teacher and administration current progress of students and support systems in Exact Path ensure student success.  SWAA is WASC accredited so providing all students a broad course of study is essential in meeting accreditation criteria|All students at SWAA have access to a broad course of study. Since the school population is quite small, students are fortunate to be able to work on different courses and courseware to meet their academic needs. The teacher assists when needed as student’s progress at their own pace. The Individualized learning plan helps provide direction for students and communication to parents regarding their student’s academic trajectory. CTE curriculum is available to provide more career exploration opportunities for students.  All high school students are offered enrollment in the Woodland Community College, Colusa County Campus which is located next door to the school.|The S. William Abel Academy has limited financial resources. SWAA only employs one full-time teacher, one part-time Fine Arts teacher, and a part-time Farm to School Project Coordinator to serve its student population. Since much of the student population is transient, establishing career pathways has been a struggle. The school is not able to offer world languages, therefore limiting the ability of students to transition to a four-year state university. While Edmentum provides access to a plethora of core classes, providing multiple elective opportunities to a wide array of grade levels is also challenging.|SWAA’s need to update curriculum to meet state standards and frameworks will help provide access for all students to a broad course of study. In addition, the expansion of CTE programs will give students more opportunity to build skills. Guiding students in establishing their course of study and a road map to matriculate to college is a priority.  Providing educational field trips to colleges and trade schools will also provide experiences that give access to students.||2021-06-09||2021                
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. Egling Middle School and Colusa High School make 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.||2021-06-28||2021                
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, foegih 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 student 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, 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.||2021-05-12||2021                
06616140000000|Pierce Joint Unified|7|The district utilizes the master schedule and the student information system from the high school as a tool to track student access and enrollment in a broad course of study. The student information system also track students' a-g course enrollment, which is an eligibility requirement for 4-year state college enrollment out of high school.|Students in grades TK-6 are in self-contained classrooms in which they receive instruction in all of the same subject areas. In grades 7 and 8, all students have core classes of English, science, math, social science, physical education, and either Spanish, band or another elective course of their choosing. English Language Development (ELD) is provided at a designated time for English Learners and integrated throughout the day in content classes at all grade levels. Students in grades 9-12 have all required courses to meet graduation requirements, including four years of English. In addition to the core content areas, students have access to numerous· Career Technical Education Courses in the areas of agriculture and business. In graduating class of 2019, 9 students had completed 1 CTE course, 11 students had taken 2 CTE courses, 17 students had completed 3 CTE courses and 64 students had taken 4 or more CTE courses during their high school career.|Barriers to accessing a broad course of study for high school students occur when students need to be enrolled in a support class for English or math or need to take a class period of English Language Development (ELD). An additional barrier comes into effect if a student fails a class and has to repeat the course the following year to make up the credits. That student then ends up having one less course in their high school career, which typically would be an elective type class.|Freshmen students entering high school are placed at a minimum into high school Math 1, not in a remedial math class. An online credit recovery program is available to students to make up course credits for previously failed classes. Students can work on this program outside of the school day on their own time. This allows students to not have to repeat a course during the school year. This online credit recovery program is available to students during the summer as well.||2021-06-21||2021                
06616220000000|Williams Unified|7|All students have access to state approved curriculum to meet the broad course of study. Using site master schedules, and course assignments WUSD can track and assure that all students are enrolled in a broad course of study appropriate to their grade span, including unduplicated student groups and individuals with exceptional needs.|All students have access to state approved curriculum to meet the broad course of study. Using site master schedules, and course assignments WUSD can track and assure that all students are enrolled in a broad course of study appropriate to their grade span, including unduplicated student groups and individuals with exceptional needs.|Williams USD has seen dramatic changes in leadership this year (new Board, new superintendent, and all new administrators). However, this has not hindered the ability to ensure that all students have access to a broad course of study.|WUSD will continue to review and monitor that all students have access to a broad course of study.||2021-06-17||2021                
07100740000000|Contra Costa County Office of Education|7|We have access to an incredibly broad course list in our online board-adopted curriculum Edgenuity.|We screen students regularly to make sure that they are enrolled in the courses they need to stay on track toward graduation. Additionally, the majority of these online courses are A-G approved.|Our school is very small and student are grouped by probation living unit. This inflexible grouping makes it difficult to offer an in-person course of study that is comparable to a comprehensive high school.|In our 2021-2024 LCAP, we have an action related to getting more of our in-person courses A-G approved in order to increase the percentage of students who graduate from our school College and/or Career ready.||2021-06-16||2021                
07100740114470|Making Waves Academy|7|All students have access to standards aligned core classes. Our courses are A-G aligned and we work with our Upper School students directly to ensure that they are on a track to complete all A-G requirements. We use PowerSchool to track course offerings for all of our students. Our students with disabilities are closely monitored by our Director of Special Education and our English Language Learners are monitored by our ELD Coordinator.|Our systems are strong and our students are currently enrolled in A-G approved courses. We are working to build out CTE pathways for our students.|As we return from distance learning, we have work to do to ensure that all students are on track to passing all of their required courses. We believe that our approach to credit recovery is strong and will support us in meeting this goal.|We look forward to onboarding more teachers to support smaller class sizes, further building out our intervention program and offering strategic small group enrichment opportunities||2021-06-17||2021                
07100740129528|Caliber: Beta Academy|7|Students in grades 2-8 are enrolled in classes using a cohort model, while students in TK-1 are self-contained. 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-4, students have either science or social studies on a six week cycle and an increased number of minutes for ELA and Math instruction, as well as having science and social studies embedded in our ELA curriculum. In the upper school, students see all 4 core content classes daily. All English Language Learners also have a 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. In addition, during distance learning we have been limited in some of our club offerings (see next answer)|We are currently partnering with external agencies and paying our own staff stipends to provide access to supplemental electives on a rotation or via grants and other funding sources. This year we ran clubs that included Chess, student government, peer mediators and band. In the past we have also run a garden club, various sports clubs and clubs for DEIB.||2021-06-24||2021                
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. Overall 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 overall 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.||2021-06-17||2021                
07100740137026|Invictus Academy of Richmond|7|Invictus Academy uses teacher credentials, classroom schedules, and master schedules in PowerSchool to ensure all students have access to and are enrolled in a broad course of study.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies). This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.|As a small charter school, at Invictus Academy all students have access to and are enrolled in the following: English, Mathematics, Social Science, and Science. 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, or SST process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they can participate in a broad course of study.  As Invictus Academy grows and students progress into grades 10-12, all students will have access to Spanish Language courses, Visual and Performing Arts, Applied Arts, Health, and Physical Education courses, AP courses, and College Prep electives.|Since Invictus Academy is a small school that is continuing to build our academic program as we add students, we have not yet had the necessary staffing to provide access to and enrollment in a broad course of study.  Our focus for our middle school students has been on developing proficiency in core content areas, so that they will be successful in college preparatory classes in high school.|Each year, as our school grows by a grade level, we will add additional courses to our course catalog.  We will provide additional courses each year until we reach full enrollment.||2021-06-16||2021                
07100740730614|Golden Gate Community|7|The measure that we use to track the extent to which all student have access are transcripts, attendance, demographics data, ethnicity data, students with disabilities learning gains, and suspension data.|Our school is very small and we have three campuses. We offer an in-person course of study that is comparable to a comprehensive high school.|In addition, we offer an independent study setting for older students and students that have other barriers where in person instruction is not their preferred method of learning. However, both settings provide access to an incredibly broad course list of our online board-adopted curriculum Edgenuity. We screen students regularly to make sure that they are enrolled in the courses they need to stay on track towards graduation. Additionally, the majority of these online courses are A-G approved.|In our 2021-2024 LCAP, we have an action related to getting more of our in-person courses A-G approved in order to increase the percentage of students who graduate from our school College and/or Career ready.||2021-06-16||2021                
07100740731380|Clayton Valley Charter High|7|LEA uses their comprehensive Student Information System (SIS) Powerschool to capture essential information including all identified student groups to ensure that all students have equal access to the broad course study offered at CVCHS.  Students are identified based on subgroup factors so that when staff works with them in course selection the student has access to a full range of offered courses.  Students have the freedom to select their own courses online via our SIS and then receive support from staff to confirm proper selection and access to courses.|All students have access to a broad course of study and receive support from staff to make sure they access courses that allow them to be both College and Career ready.  Subgroups such special education receive additional support via their case managers and 504 students have access to their counselors for individualized support to access and are enrolled in appropriate courses. CVCHS uses a variety of supports to support students and the community to ensure access to our broad course of study.  CVCHS uses parent information nights throught the year as well as offering webinars for community and parents who can not make in person meetings.|Upon review of current practices CVCHS has identified areas for growth.  An area of concern is that the populations while small in percentages are critical to our school and we need to work on outreach to these groups of different language speakers. Examples include Russian, Arabic, Farasi, Etc.  We have had limitations in outreach to our communities  during COVID 19 and we need to expand out digital outreach beyond Facebook and Instagram to increase our social media presence such as twitter, TikTok, etc.|CVCHS has identified areas that CVCHS need to work to enhance their social media presence to expand outreach to parents and community, continue to improve our relations with local school districts and enhance our community partnerships.||2021-11-10||2021                
07616300000000|Acalanes Union High|7|Acalanes Union High School District is committed to providing high quality academic and extra-curricular programs to support all students to attain college and career readiness. Students have the opportunity to participate in a strong core curriculum, and a diverse array of visual and performing arts, career technical education, Advanced Placement, and a-g approved elective choices. Curriculum is continually developed and modified to achieve rigor and relevance. All courses have high quality instruction and assessment practices. Co- and extra-curricular programs provide opportunities for students to engage outside the classroom and develop passion. College and career services are strong and support all students to prepare for post-secondary pursuits.  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 (98.2%%) and being UC/CSU ready (77.4%). High numbers of students are accessing the Advanced Placement curriculum with 51% 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. Furthermore, teachers are engaged in reviewing grading practices and making adjustments that promote more equitable outcomes for students.||2021-06-09||2021                
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 can select from 9 different pathway offerings at the three comprehensive high schools, all of which are WASC accredited. Each of these pathways offers 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. This process has lagged slightly due to school closures and distance learning during the 2020-2021 school year.  All 9th-grade students take a college and career readiness course wherein they create a graduation plan outlining their courses. Students 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.|In 2019, based on standardized achievement data the majority of students are classified as nearly met or not meeting standards with an overall indicator of orange for both Mathematics and English Language Arts. No dashboard data was produced in 2020 due to school closures and the pandemic.  With that in mind, we have used the 2019 dashboard indicators as our current metrics while layering in various assessment results at the local level to support our data analysis this year and for moving forward into the 2021-22 school year. Multi-tiered systems of support including intervention courses are in place to remediate gaps in student academic achievement. These interventions, while 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.||2021-06-09||2021                
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 a 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.|All students have access to a broad course of study. Students participate in lessons developed using the Common Core standards & the school Graduate Goals. Multi-age groupings and small class sizes enable us to individualize the curriculum based on the learning ability of the student. Students are grouped based on ability in language arts and math. Students are instructed in small groups and one-on-one with more support when needed. Teachers use various learning modalities to allow students with diverse backgrounds and abilities to work together and achieve success. Students who are performing at a higher or lower skill level in each subject 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. All students in Intermediate work on research projects each trimester. Students develop research and presentation skills through the projects that serve as a foundation for Middle School. All Middle School students research, prepare presentations, & write essays tied to subjects throughout the curriculum. Students also participate in trimester long Social Political Action projects tied to issues students care about and to the academic standards. As students engage in these complex assignments, they are working towards the Graduate Goals.|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 choose to take it.|One goal that emerged from the 2017 WASC self-study was for ACA II to 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 has led to a streamlined special education eligibility assessment process, an increase in services, and a wider range of interventions for students with special needs. This has enabled a more seamless transition between RtI interventions and special education services. This has increased progress monitoring of academic proficiency and student achievement of IEP goals, which ensures all students can access the courses being offered to them.||2021-06-15||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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, even during COVID-19 school closures.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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.|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.|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.|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.||2021-10-27||2021                
07616630000000|Byron Union Elementary|7|Byron Union school district uses the student information system, Aeries, to track the extent to which all students have access to and are enrolled in a broad course of study.  Master schedule reports and enrichments offerings' data is reviewed and monitored for duplicated student groups, grade spans, and students with exceptional needs.|100% of elementary school students at both school sites had access to and were involved in a broad course of study. At the middle school, 100% of students were enrolled in core academic courses of TEAM (Social and Emotional Learning), English Language Arts,  Mathematics, Science, Social Studies, and Physical Education.  95% of students had access to and were enrolled in enrichment courses such as art, music, drama, technology, STEAM, and Advanced Physical Education.|There were no differences between schools with access to and enrollment in a broad course of study. However, there are differences between subgroups due to support programs such as Resource Support, Academic Support, and Reading Intervention.|In response to the data, Byron Union School District adjusted the master schedule at the middle school to provide full access and full enrollment in a broad course of study including enrichment courses.  For the 2021-2022 school year and beyond, the district has set a goal of 100% participation in these enrichment courses, while still providing academic, behavioral, and social-emotional support for all students||2021-06-14||2021                
07616630130930|Vista Oaks Charter|7|Vista Oaks measures successful implementation of a broad course of study by monitoring various indicators. For students in Kindergarten through eighth 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. Enrichment is offered to all elementary students and are explore various subjects, including STEAM, social studies, and writing. In addition to enrichment, our middle school students are able to take onsite core classes for Language Arts and math to provide a well-rounded educational program. 9th-12th Grade - Vista Oaks monitors success on the CCI and enrollment in a-g courses, college courses, and CTE courses. Vista Oaks has maintained and/or increased participation and success in many areas where students are exposed to a broad course of study.|• College and Career Indicator: 33.3% of the Class of 2020 were considered "prepared" on the CCI, which was a 16% increase from the previous year. Of that 33.3%, 15% were Hispanic students, 38% were white, 35% were low income, and 11% were students with disabilities. Vista Oaks will continue to identify and provide targeted support for high need students to increase their college and career readiness.  • Maintained Participation in A-G Approved Courses: 95% of high school students participated in a-g approved courses during the 2020-2021 school year. Vista Oaks was able to effectively implement the actions outlined in the 2019-2020 LCP. However, it is anticipated that only approximately 12% of the Class of 2021 will graduate meeting all a-g requirements. The school is committed to continuing its efforts in this area.  • Increased Success in College Courses: Vista Oaks anticipates that about 70 students will successfully complete college coursework during the 2020-2021 school year. The school was effective in its efforts to increase the number of students taking college courses and that is reflective on the College and Career Indicator. In addition, students continue to report enjoying the rigor of the college level coursework.  • Well-Rounded Learners: 40% of high school students completed one or more CTE courses during the 2020-2021 school year. 22 different CTE courses were taken during this past school year. This is a slight decrease from the previous year.|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 utilizing high quality and engaging online curriculum. Vista Oaks offers a variety of online curriculum through vendors, such as Edmentum, UC Scout, Edgenuity, and NUVHS. However, some of our students find the curriculum very challenging. The school will provide academic support as needed to ensure our students' success. In addition, Vista Oaks will continue to strategically implement high quality online programs that engage our students and fit the student's needs.|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 two Child Development courses with the local community college and this also serves as a CTE pathway. In addition, the school added a college English course for 11th and 12th grade during the 2020-2021 school year and plans to offer two more college courses in the 2021-2022 school year. Vista Oaks will encourage students to enroll in these college courses as appropriate with also targeting identified student groups.||2021-06-07||2021                
07616710000000|Canyon Elementary|7|Canyon has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, has created and implements a curriculum guide that outlines the specific content areas to be addressed. Further, Canyon employs several assessment tools in order to measure progress towards meeting these articulated outcomes. Some examples of assessment tools utilized by Canyon are, among others, Edmentum diagnostic assessments in reading and math, Fountas and Pinnell Running Records, standardized test results from the CAASPP Comprehensive Practice Assessment, CAST, Physical Education Assessments and various local informal and formal assessments. These multiple measures of progress provide the data necessary to uncover areas of need and drive appropriate instruction and interventions.|We are a one school district with three multiage classrooms; K-2, 3-5, 6-8. Students in K-2 have weekly Spanish, Eurythmy, music, PE, art, Capoeira, and each semester produce a dramatic performance, and weekly opportunities to participate in activities with their their buddies from the other grade level classes. Students in grades 3-5 have access to advanced math instruction in addition to weekly Spanish, music, art, PE, Capoeira, and each semester produce a dramatic performance, plus weekly opportunities to participate in activities with their their buddies from the other grade level classes. Students in grades 6-8 participate in student government and advanced math,  Spanish instruction is offered three times a week in addition to weekly music, PE, art, Capoeira, opportunities to participate in activities with their their buddies from the other grade level classes and each semester produce a dramatic performance. All our 8th graders also get to participate in a ten day academic course with Outward Bound in Costa Rica which provides hands on learning, advanced leadership opportunities and cultural enrichment.|If we had a larger population and additional classroom space we could differentiate even more.|In response to the student data results, post COVID-19 Shelter in Place and Distance Learning there was data that showed an increase in students with feelings of anxiety, depression and loneliness. We've implemented a new social-emotion program called Choose Love to support our students and increase positive student relations and sense of belonging.||2021-11-09||2021                
07616970000000|John Swett Unified|7|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.  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 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 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 initiated at the elementary and middle school. The District has invested in a K-12 assessment system called the Measurement of Academic Progress (MAP), which will be used to help drive data-driven inquiry at each school site. The MAP assessment is new for JSUSD teachers and administrators and work will have to be done to learn how to make full use of this assessment.|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. We have also provided professional development on Special Education strategies to better support our Special Education students.||2021-06-09||2021                
07617050000000|Knightsen Elementary|7|Course catalogue, master schedule, and daily teacher schedule|Students across all grade levels and programs have access to and are enrolled in a broad course of study.|None|None||2021-07-28||2021                
07617130000000|Lafayette Elementary|7|We measured our access through an analysis of the master schedule and types of courses offered to classes at a variety of grade levels across schools, a review of the Special Education Indicator Report that compares year to year access to general education courses, and a review of the schedules and access of unduplicated student groups to a broad course of study.|Using the measures identified, we concluded that all students have access to a broad course of study.  We found no differences across school sites or in identified student groups.|All students have access to a broad course of study.|None.  We will continue to provide access to a broad course of study for all students and review our measurement tools to track that all students have access.||2021-06-16||2021                
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 Foster Youth enroll in math (67%) and science (54%) courses less than the rate for all students (89% and 74%, respectively).  The data also shows that Students with Disabilities enroll in math (75%) and science (56%) courses less than the rate for all students (89% and 74%, 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.||2021-11-17||2021                
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|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|Thankfully, the preceding analysis does not show a tremendous number 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 and/or eliminated across the district. Where barriers 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. We will also continue to evaluate course and CTE pathways to ensure barriers do not exists and students have access to the courses that will support their long-term goals for college and career. 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.||2021-06-28||2021                
07617470000000|Moraga Elementary|7|Locally selected measures include quizzes, chapter tests, Fountas and Pinnell, EasyCBM, Fundations, Leveled Literacy Interventions, writing assessments and district wide or department common assessments. Student assessment data is housed in Illuminate and is accessible to staff and used for instructional purposes.|An effective curriculum has been developed or selected by staff, including appropriate grade-level teachers. The curriculum that is enacted in our schools reflects consideration of the climate and culture of the local context while maintaining high expectations for all students. Curriculum is aligned with content standards and the California academic frameworks are developed or selected to equip all students with knowledge, conceptual understanding, and skills necessary to succeed. There is a logical progression of skill development by grade spans. This means that at each grade level, all participants have access to the expected knowledge, conceptual understandings, and skills to be mastered at that grade level. Interventions are provided where necessary, and include multiple opportunities for formative assessments, semi-annual or annual summative assessments, and interventions, as needed. All students, as evidenced by master, grade level, and teacher instructional schedules, have access to all curriculum.|The resource of time is the most significant barrier in finding adequate and consistent opportunities to discuss data, teaching methodologies, and how to best meet lower performing student needs.|The MSD implemented Professional Learning Communities several years ago, and per the LCAP, plans to re-establish them to increase focus on the low performing students.||2021-06-15||2021                
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 continue 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.||2021-06-23||2021                
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. We continued to utilize the STAR test during the closure for the pandemic in order to measure any learning loss.|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. Prior to the pandemic we also provided music, art, physical education, Spanish, and outdoor education. Due to the closure and certain mitigation efforts there is a limit to the manner in which these areas are currently able to be provided. 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.||2021-06-15||2021                
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 4-5 participate in PE and Music weekly. technology-based instruction led by our Technology teachers in the Computer Lab. Students K-5 are provided access to technology-enhanced lessons by their classroom teacher.  At the middle school level, in addition to the core content areas, students may select electives including Art, Band/Music, and Technology/Computer Science. At both elementary and middle school levels, Integrated/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.||2021-06-23||2021                
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.   Additionally, the Special Education Indicator Report provides details of the overall percent of students in General Education setting vs. Special Education.  We utilize specific data from our CALPADS, Powerschool, and other reports regarding the schedules of Special Education, EL, Foster Youth, and Homeless students. We have additionally engaged with staff at all sites including parents club members, teachers, principals, and others to collect more information on the course offerings and students access.|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 6th-8th graders are enrolled in  accelerated math programs. Foreign language was recently opened to 6th graders and has expanded 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.|Orinda still developing more robust systems to support students who require more intensive, tier II interventions. This includes students who struggle and require specific targeted academic or behavioral support. There are also logistical challenges such as equitable access for students,  master scheduling 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. Maintain or ncrease 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; implementation of 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.||2021-06-14||2021                
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 2018-19 Dashboard indicators the College and Career Readiness Indicator is GREEN; all of our student subgroups outperform the state in terms of the percentage of students in each group who graduate "prepared," according to this indicator, with the exception of White students).|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 generally higher than for the state as a whole, as of 2018-19 (last pre-COVID Dashboard). 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 has a recently-introduced 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 and current disproportionality in the identification of African American students in ED and OHI categories of Special Education. 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, including the addition of a CTE course for working on electric vehicles. Efforts to reduce referrals/suspensions include investments in Restorative Practices of conflict mediation and positive communication. 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 Coordination of Services Teams (COST) to all schools in the district, 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.|The school district has developed a charting tool for summarizing the implementation of standards and access to a broad course of study which is shared in LCAP presentations that include information and progress on the Local Indicators.  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 programs and issues relevant to access to a broad course of study, key summaries and references were also provided in our June 23, 2021 LCAP Presentation.|2021-06-23||2021                
07617960000000|West Contra Costa Unified|7|WCCUSD uses master schedules in PowerSchool for identifying the extent to which all students have access to a broad course of study.|All students have access to a wide variety of courses (both traditional, in-person and online) including A-G courses and electives.|N/A|N/A||2021-06-09||2021                
07617960101477|Leadership Public Schools: Richmond|7|Infinite Campus is the student information system that is used for student enrollment, master scheduling and student records. Prior to master scheduling, counselors and/or Student Support Coordinators meet with students individually or in their advisory classes to engage in course selection for the upcoming school year. Once preferences are entered, leadership team analyzes preferences via grade span, student populations and A-G access. Adjustments are made prior to the development of the master schedule. On a yearly basis, the California School Dashboard is another tool that is used to measure and track the extent to which all students have access to college courses and Career and Technical Education courses.|In the 2019 – 2020 the California School Dashboard, 76.6% of 145 high school graduates were placed in the "Prepared" level on the College/Career Indicator. The overall color scoring for this indicator was “Blue”. This is an increase of 7.2% from previous school year. The three student groups data was socioeconomically disadvantaged and Hispanic. The color scoring for each subgroup is as follows: 1) Socioeconomically disadvantaged was “Blue” and 77.7% of 139 students were "Prepared" level on the College/Career Indicator 2) Hispanic was “Blue” and 79.3% of 135 students were "Prepared" level on the College/Career Indicator 3) English Learners was “Green” and 57.9% of 38 students were "Prepared" level on the College/Career Indicator. In the 2018-2019 the California School Dashboard, 69.4% of 124 high school graduates were placed in the "Prepared" level on the College/Career Indicator. The overall color scoring for this indicator was “Yellow”. With a slight decrease of 6.3% from previous school year. The color scoring for each subgroup is as follows: 1) Socioeconomically disadvantaged was “Yellow” and 69.7% of 122 students were "Prepared" level on the College/Career Indicator 2) Hispanic was “Green” and 71.8% of 110 students were "Prepared" level on the College/Career Indicator 3) English Learners was “Orange” and 48.4% of 31 students were "Prepared" level on the College/Career Indicator. (See Criteria section for more information)|There are three areas that have been identified to be addressed in the 2021- 2022 school year to increase more students in having access to a broad course of study. First, the need to develop and strengthen current Career Technical Education (CTE) pathways, advance placement courses and dual/concurrent enrollment opportunities at community colleges. Second, ensuring increased direct advising services to students and families such as one-on-one, group sessions and classroom presentations. Third, dedicated and ongoing funding revenues for college and career pathways.|For 2021-2022 school year, the Leadership Public Schools’ Home Office has created a new position called Director of College and Career Pathways that will focus on monitoring and increasing student access to college courses and Career and Technical Education courses. In collaboration with the school leadership teams, the Director of College and Career Pathways will use data to guide CTE pathway development and expansion, increase enrollment in dual/concurrent opportunities at community colleges and support the development and implementation of college and career exploration opportunities for students throughout the school year.|2) In the 2017-2018 the California School Dashboard, 76.4% of high school graduates were placed in the "Prepared" level on the College/Career Indicator. No overall color scoring was provided for this indicator.  4)The College Counseling team will have three certificated counselors that will work in tandem to support the academic progress of all students. Two counselors will be assigned two grade levels to serve as their primary caseload. They will develop individualized learning plans for each student and follow-up with students to ensure that students are meeting the milestones established in their individualized learning plans, regularly conduct quality checks of transcripts and address the needs of all students through prevention and intervention programs. One counselor will be assigned as the point person for guiding students through the entire college admissions and career process, from satisfying entrance exam requirements to completing applications and selection process. The redistribution of resources and staffing is to ensure that all students have increased access to academic advising, direct counseling services and meetings, and to provide early identification of students at risk of failing and needing targeted interventions.|2021-06-14||2021                
07617960110973|Richmond College Preparatory|7|RCP’s program includes English Language Arts, Social Studies/History, math, 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). Unit plans identify the core vocabulary and forms, and functions of language required for English Learners to both access and demonstrate knowledge of the content. The Student Success Team monitors students not making adequate progress and provides intervention as needed.   Teachers and instructional aides participate in professional development before, during, and after the school year. Understanding and implementing the CCSS, deepening knowledge on language development, and developing instructional strategies for supporting English Learners and other student subgroup are addressed. RCP uses ELD benchmarks and NWEA Measures of Academic Progress for ELA and math to determine students’ strengths and weaknesses. Teachers use a cycle of inquiry approach to plan for the needs of students. Intervention in the classroom with a small group and individual tutoring, as well as after-school programs are provided based on need.  Saturday school is also used to support student learning. RCP implements the Special Education Local Plan Area (SELPA) policies and procedures for timely identification and referral of students as well as working with providers to meet the needs of any students identified with exceptional needs.|All RCP 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 four years Richmond College Preparatory (RCP) has shifted 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 (e.g. models, hands-on projects, gardens). 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 distance learning, we offered a variety of virtual classes for the After-School program for 3rd-8th grade student, including: Music Production; Game Design; 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; Creative Artistry (a.k.a. Anyone Can Do Art)  which teaches basic Art vocabulary, skill, media, and concepts to 3rd through 5th grades.|Currently RCP doesn’t offer any world language classes. We have faced challenges with both staffing and additional electives as well as finding time in the school day to add an elective without replacing existing electives.|During 2020-2021, with the challenges presented by the pandemic, RCP was not able to work on providing a future elective world language course in Spanish but plans to do so in the future.      In response to the results of our locally selected tools and measures, RCP has implemented the following programs:       In 2020-2021  Middle School students began to take fine arts through the Museum of Children’s Arts (MOCHA) residency program. RCP offers 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. In 2020-2021 the showcase performance was on Zoom.||2021-05-27||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
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. Overall 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 overall 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.||2021-06-17||2021                
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-5 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 nonfiction and fiction passages.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. 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.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. This focus decides what professional development we give to our teachers. We are also focusing on English Learner supports by planning to train our staff on SIOP (sheltered instruction observation protocol) supports.||2021-06-10||2021                
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;  program and pathway participation rates, including personalized learning ideas. Additionally, SRVUSD has created counseling sessions to analyze and ensure access to for all students, including unduplicated students, and individuals with exceptions needs.|Initial analysis of the options presented indicates that students and families are taking advantage of the flexibility that the PLIs provide.  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 6th grade students at 2 of our middle schools take an elective wheel and 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.  It was found that students in special education had less access to elective and CTE courses.|The district continues to face financial constraints based on declining enrollment, but is exploring creative funding sources. Stakeholder input has alerted SRVUSD that not all students have the necessary information to access all possibilities. It was found that last year, there was not sufficient professional development provided on Tier 1 interventions.|The district is working to communicate to all stakeholders personalized learning options that are available for students in order to increase access and equity. 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 dynamic flexibility to the scheduling process.||2021-10-05||2021                
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.|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.||2021-06-14||2021                
08100820000000|Del Norte County Office of Education|7|Our COE provides a variety of CTE pathways that engage students in career preparation as well as the 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 and supports our grades 9-12 independent study program.  Master schedules of courses offered, enrollment practices, and student enrollments provide metrics showing the extent to which all students have access to a broad course of study.|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 addition, students in COE schools have the ability to access courses during the school day at the local comprehensive high school through a dual enrollment agreement with the district thereby taking advantage of a full range of courses not offered at COE schools.|The major barriers that prevent COE students from accessing a broad course of study are the capacity of educators.  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 smaller student population of COE schools in particular in fields such as CTE.|The COE continues to fiscally support the development and growth of additional CTE pathways.  Students at COE students have access to a wide variety of CTE courses through dual enrollment opportunities at the comprehensive high school as well as limited options on COE school sites.||2021-06-24||2021                
08100820830059|Castle Rock|7|Castle Rock Charter School follows Board policy and state guidelines when implementing the curriculum at grade level. In addition, grades 9 through 12 have a set path of completing 220 credits to complete their high school requirements to get a diploma and graduate. We also follow guidelines for foster/homeless students if applicable.|At Castle Rock, all students have access to a broad course of study. There are no differences among grade levels; all students have access to a broad course of study.  In addition, credit retrieval, A-G, and advanced placement courses are available for all students in Grades 9-12 through Co-enrollment with DNHS and College of the Redwoods and learning management systems.|We currently have no barriers to offering a broad course of study to our students.|No revisions or new action at this time.||2021-06-15||2021                
08618200000000|Del Norte County Unified|7|The District uses surveys and course registration information to track all students who have access to and are enrolled in a Broad Course of Study. The District has ten CTE Career Pathways, and holds events and activities throughout the year (at the secondary level)to explain and highlight each Pathway option. 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 principals 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.|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 of 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.||2021-06-24||2021                
09100900000000|El Dorado County Office of Education|7|Students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.|Enrollment in each Odysseyware course, Character Based Literacy Course, 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.|None|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.||2021-06-22||2021                
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 student's needs, including special needs students. The instructional staff is 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 student's 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, 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 State Standards, and all students are provided with appropriate textbooks and/or approved materials. Staff continues to receive professional development associated with the State Standards as well as newly adopted instructional materials. Training on CAASPP Dashboard results and/or NWEA-MAP training is ongoing, 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.||2021-06-22||2021                
09100900136036|John Adams Academy - El Dorado Hills|7|John Adams Academy uses a combination of tools to measure broad course access, including, but not limited to, iReady, Lexia, 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 John Adams Academy for all learners, unless specified by grade span appropriateness. All scholars have access to or are enrolled in a broad course of study that includes, Art, Music, Visual and Performing Arts, Latin (Grades 7-12) Science, Math, English Language Arts, History, Physical Education, Foreign Language (Grades 7-12) VAPA (7-12). John Adams Academy will continue to offer its wide-ranging classical education to all scholars.|John Adams Academy has seen a rise in scholar need for mental health and social-emotional support, particularly over the 2020-21 school year in which support services were strained during the pandemic. The increased services required by our special education staff, counselors, and support teams, created an environment where more focus centered on scholars in need of Tier 3 support. This created an inherent lack of attention to provide proactive Tier 1 and 2 interventions and supports.|John Adams Academy continues to bolster our Counseling department in the Secondary program to assist scholars with college readiness, class selection, and social-emotional supports. The additional support will assist with the implementation of strategies that will improve the learning environment for scholars’ support of social emotional growth. Expanded Tier 1 interventions will increase scholar engagement and achievement. Additionally, this will enable the counseling team to provide more  academic counseling and mentorship for scholars in need. Further, John Adams Academy implemented a Leadership class for all 7th - 12th grade scholars. In this class, scholars and staff discuss vision, mission, and the Ten Core Values. This class is also a venue for scholars to receive one-on-one academic coaching. The Academy will continue to add additional resources as identified needs arise.|John Adams Academy delivers an American Classical Leadership Education based on a curriculum founded on the Classics and Liberal Arts. Classics are the greatest works of creation. They encompass great art, music, literature, documents, speeches, experiments, proofs, natural wonders, and the virtuous deeds and figures in history. Through Classics, scholars engage in the Great Conversation that asks and explores the age-old questions: What is truth? What is the good in life? And Why am I here? Classics provide insight into the human condition and the purpose of life. It is through the classics that scholars are introduced to excellence, come to know themselves and reality, and are ultimately inspired to causes greater than self. Likewise, the Liberal Arts are concerned with the arts of cultivated liberty for both individuals and societies. They are the arts an individual must develop to become liberated from ignorance and ennobled to dignified and virtuous thinking and acting. They are also the societal arts of cultivating liberty and progress through noble citizenship, good governance, and freedom of exchange of goods and services and of ideas through the Great Conversation. Traditionally, Liberal Arts are cultivated through the development of the abilities to learn truth, to reason soundly, and to express truth eloquently through the Trivium (Grammar, Logic, and Rhetoric), followed by higher arts including the Quadrivium (Arithmetic, Geometry, Music, and Astronomy).|2021-10-07||2021                
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 student's needs, including special needs students. The instructional staff is 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 student's 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, 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 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.||2021-06-22||2021                
09100900930131|Rite of Passage|7|The LEA uses data collected from the Student Information System (Aeries) to track the extent to which all students are enrolled in a broad course of study.  With the size of our school sites being so small (about 15 students and about 30 students), we often will adjust the courses offered to accommodate student needs (rather than forcing students to fit in a pre-determined schedule).  Grade span, students group, and exceptional needs students are all easily tracked with these small numbers.|As students are enrolled at ROPCHS, a very individualized and thorough review of their transcripts and educational journey is reviewed.  With the student present, a team of educators and secure-care staff determine what courses and other activities need to be provided for the student so that a diploma is attainable and post-secondary options are maximized.  Based on a review of student records, because every student at ROPCHS experiences this process, all are enrolled in a broad course of study based on grade spans, unduplicated student groups, and whether or not he/she has exceptional needs.  Every student is provided with the courses needed either as part of direct instruction or in Odysseyware courses.|The only barrier identified in terms of students completing these courses is if he/she is unexpectedly removed from the program.  When this happens (which is beyond the control of the school), every effort is made to ensure that necessary information regarding course completion is shared with the student’s transition school so that the student can continue on the path to obtaining a diploma.  In 21-22 we intend to expand upon CTE opportunities for all students.|The one area that we have found that all student groups would benefit from would be a broader course of study related to career and college readiness.  This is an area of intense focus for our organization over the 21-22 and 22-23 school years and is included in the goals in our LCAP for 2021-2024.||2021-09-22||2021                
09618380000000|Buckeye Union Elementary|7|The District assesses access to and enrollment in a broad course of study through its student information management system.|The District provides a broad course of study at all school sites. This includes core academic programs, middle school electives, elementary and middle school physical education, and academic interventions.|All students have access to, and are enrolled in, a broad course of study.|Given that all students have access to a broad course of study, no changes are contemplated.||2021-06-16||2021                
09618380107227|Charter Montessori Valley View Campus|7|The District assesses access to and enrollment in a broad course of study through its student information management system.|The District provides a broad course of study at all school sites. This includes core academic programs, middle school electives, elementary and middle school physical education, and academic interventions. 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.|Given that all students are provided access, no changes are currently contemplated.||2021-06-16||2021                
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. One of the assessment tools utilized by CMP is the i-Ready diagnostic assessments in reading and math.  This measure of progress provides 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 didactic Montessori learning materials •	State-adopted core instructional materials  •	Technology based programs for all grade levels, including Rosetta Stone foreign language program, i-Ready reading and math monitoring program •	Curriculum Level Lead Teachers at each campus •	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 •	Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations •	Monthly Principal’s Café or designated time for parents and community members to meet with and talk to the Principal|With the establishment of the California 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  •	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 following steps have been or are being taken to increase access and opportunity for all CMP students:  •	To fully utilize technology to offer supplementary programs, such as i-Ready to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  I-Ready 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 i-Ready 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 is hiring Math Specialists to support campus math instruction.|Additionally, the following steps have been or are being taken to increase access and opportunity for all CMP 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).  •	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.|2021-06-14||2021                
09618380136200|Clarksville Charter|7|School tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition which is verified by staff using the student information system.    Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  Students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.  Curriculum choices are tracked on an online database to ensure all students have access to state approved grade level curriculum adopted by the school board.   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 agreement, IGPs, master schedule, student course schedule (semester), report cards/transcripts, online curriculum database, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.  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.|We do not have barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts, and world language.|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).||2021-05-27||2021                
09618380137919|Buckeye Union Mandarin Immersion Charter|7|The District assesses access to and enrollment in a broad course of study through its student information management system.|The District provides a broad course of study at all school sites. This includes core academic programs, middle school electives, elementary and middle school physical education, and academic interventions.|All students have access to and are enrolled in, a broad course of study.|All students have access to a broad course of study.||2021-06-16||2021                
09618380139006|Cottonwood|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 Cottonwood School  to determine if all students, including unduplicated, are enrolled in a comprehensive course of study are Master Agreements, Assignment Work Records, 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 Cottonwood School  is a TK-12 school, EC 51220 (a)-(i), applies to course access at grades 7-12. The locally selected tools used by the Cottonwood School to determine if all 7-12  grade students, including unduplicated, are enrolled in a comprehensive course of study are the Master Agreements, course catalog, report cards/transcripts/IGPs, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all The Cottonwood School TK-12 students have access to a comprehensive course of study. In addition, The Cottonwood School has curricular focus areas that ensure additional opportunities for students to participate with their peers. In addition to a comprehensive course of study, The Cottonwood School offers direct instruction for K-6 (BOOST!) Junior High and High School (RISE Programs) with courses including Science, Mathematics.  The Cottonwood School provides additional enrichment opportunities for all TK-12 students.  Students who are struggling academically have the additional support of online and outstanding direct instruction in the areas of math, reading, writing and English Language Development, Special Education Teachers, as well as the students' 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 Cottonwood 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 comprehensive course of study, Cottonwood has provided professional development and support to our HSTs. In 2021-22 Cottonwood will provide Intervention Teachers, Special Education teachers and support staff, training and resources for English Language Development, and supplemental curriculum aligned to the Common Core. To further support our 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. Supplemental curricula in Social Emotional Learning are available for all students,  and all staff members have received extensive training.||2021-09-28||2021                
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 on-going school funding. We are such a small school district, staff wear many hats and it is challenging to provide specialists. Greater on-going funding would allow for greater staffing and the ability to have more programs.|Camino USD is working to afford staffing additional programs, but without increases in on-going funds it is very difficult to get fully credentialed teachers in these specialty areas. 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 standalone CTE programs and therefore staff with CTE certification.||2021-09-28||2021                
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 on-going school funding. We are such a small school district, staff wear many hats and it is challenging to provide specialists. Greater on-going 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 standalone CTE programs and therefore staff with CTE certification.||2021-09-28||2021                
09618530000000|El Dorado Union High|7|The El Dorado Union High District maintains a 220 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 recognizes students pursue various options to prepare for postsecondary opportunities. The District offers 22 Career Technical Education (CTE) pathways, 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.|All students have access to and are enrolled in a broad course of study in order to meet the District's graduation requirements. The District maintains a 95% four-year cohort graduation rate. A small number of students with disabilities receive a certificate of completion as set forth in the students Individual Education Plans under FAPE.|The District provides college and career readiness opportunities for all students.|The District shall continue to increase college and career readiness for all students.||2021-10-19||2021                
09618530930214|EDUHSD Virtual Academy at Shenandoah|7|Pacific Crest Academy is an early college program provides various access to and enrollments in a broad course of study. Administration reviews four year plans with students annually to ensure students are meeting, at minimum, the EDUHSD graduation requirements but we have a goal of having all students complete A-G requirements. Our LMS, Canvas, as well as Aeries allow us to keep track of students courses, grades, and their graduation/A-G requirements.|Students are able to take classes on campus here at PCA. They are also allowed concurrent enrollment at their home site (another comprehensive high school), and/or  they may take Dual and Advanced Education courses through Folsom Lake College beginning the second term of their freshman year. In addition, students have access to a variety of ROP programs including two on our campus. A minimum GPA must be met in order to take college classes. A-G is set as the goal for all students and then through conferences and discussions around Four Year Plans, that can be adjusted to meet the students needs.|There is no barrier in providing access to a broad course of study for all students. Students do not have to attend any other school in order to be able to access all of the courses required for graduation, but they have complete access to these other options if they choose.|Outside of what a student can take here at PCA, our MOU with Folsom Lake as well as our ability to offer concurrent enrollment and ROP courses ensures access to an even more broad course of study.||2021-10-19||2021                
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.|In the GOUSD 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. With the school closures, many of our enrichment courses had to be altered, but are expected to return as safe to do so.||2021-06-14||2021                
09618870000000|Gold Trail Union Elementary|7|Currently we are able to use the master schedule for tracking, our Aeries grade reporting system, FastBridge student progress and SEIS as reporting systems. Our students all have access to a variety of core and elective courses. We have excellent supports in place for English Learners and students on Individual Education Plans. We will continue to analyze data to make improvements to both courses offered and movement towards standards. We also track supports provided outside of the regular school day including an additional hour of support for EL students at Gold Trail.|As students enroll in our sites we review their files. We work in teams to collectively place students in the most appropriate grade level class/es. Our Student Study Teams support the process of identifying when students may need additional supports. Because Gold Trail is a secondary site with students who take multiple classes in 7th and 8th grades, there is additional time spent on identifying needs to place all students in a broad course of study at the secondary level.  EL students at Sutter's Mill are supported during the school day, while Gold Trail EL students have additional access to morning support and homework support after school hours.|The only barrier to providing additional supports is funding for and access to additional teachers. For example, in order to add a world language for 7th and 8th grades, we would have to hire another teacher; students schedules would have to extend beyond the current 6 period day in order to access world language. The access to language without extending the day would then deter students from excelling in music. I would need two teachers to teach a .2 each in the mornings as a zero period. Transportation would then be on the parent, and that would create an inequity to who has access to those classes. We are working on looking at the spring master schedule and how we might be able to add additional options, but finding a .2 language teacher will be a difficult challenge in a rural area.|We have modified some of the elective courses at the junior high school level. We have implemented an new music class. We have added a support class for students. We have increased our after school and before school supports for students. We have increased transportation to allow access for students who would otherwise not be able to participate after school. We have increased instructional assistant time for push in supports during the school day so more students can be included in grade level courses instead of pulling out.|Our philosophy is one of inclusion and differentiation. We work hard to support all students within the grade level appropriate classroom environment. When students do need additional supports our pull out model is designed to specifically target growth goals using a variety of data and/or IEP goals. We continue to explore elective options that will prepare students for college and career readiness.|2021-10-14||2021                
09619030000000|Lake Tahoe Unified|7|Student enrollment and course completion data are tracked in the Aeries Student Information System (Aeries) and California Longitudinal Pupil Achievement Data System (CalPads).  Site administrators review student outcome and performance data on state and local assessments including Measurements of Academic Progress (MAP), English Language Proficiency Assessments for California (ELPAC), and California Assessment of Student Performance and Progress (CAASPP) to monitor access to a broad course of study.  Data surrounding students with disabilities; EL; low income students; and student race, ethnicity, and gender were analyzed to determine if specific student groups are overrepresented in special education limiting their access to general education and higher level courses.|Root cause analysis performed during 21/24 LCAP development identified:  1)	students were homogeneously grouped based on ability and 2)	English Learners, males, LatinX males, low income students, and low income males were overrepresented in special education     Analysis of the number of and how long students are designated as English Learners revealed: 1)	80% of District English Learners are, or are at risk of becoming, Long Term English Learners (based on students enrolled in grades 3-12 and designated as EL for 4 years or longer)|LTUSD offers a broad course of study to all students. Systemic overrepresentation of ELs, males, LI students, & LatinX & LI males as having disabilities may create barriers for these student in accessing the broad course of study.  ELs struggling with language acquisition, such as rarely speaking or having difficulty understanding written or verbal directions, may be misidentified as having a disability rather than needing additional language support. More males than females are identified with disabilities which may result from differences in how males & females behave. Systemic implicit bias, student exposure to environmental factors & resulting behavioral issues, & placement in more subjective disability categories may cause overrepresentation of LI students for special services despite their challenges in school being unrelated to disability. SWD may be held to different expectations as general education students, be enrolled in lower level classes, & have limited access to higher level courses. In reviewing the number of and how long students have been identified as ELs, it was found 80% of ELs are, or are at risk of becoming, Long Term ELs (grade 3-12 students designated as EL for 4+ years). Inadequate support for English language acquisition & delay in or failure to reclassify ELs who have who have become English proficient prevents them from accessing all courses as they continue to enroll in ELD classes rather than higher level & elective courses.|LTUSD will focus on increasing systematic collaboration and planning between the English Language Development Coordinator, Core Subject Teachers, and Special Education Service Providers; developing a strong inclusion model to prevent homogeneously grouping students; and reduce pulling students out of core instruction.  This will:  •	Assist in determining if student barriers to learning result from behavior or language acquisition rather than disability •	Facilitate implementation of appropriate supports for these students to have access to and succeed in general education and higher level courses   •	Expose students to peers of different skill levels and learn from their differences •	Maintain teachers’ expectations at higher levels for all students •	Limit disruption to general education instruction||2021-06-22||2021                
09619110000000|Latrobe|7|The Latrobe School District provides a broad course of study to students, as measured by AERIES enrollment data, Williams Act compliance data, and stakeholder surveys. In addition to core academic classes prescribed by education code, our schools also offer a variety of elective experiences and leveled reading classes designed to provide enrichment and intervention as needed. All elementary students in grades 4-8 have the opportunity to take music classes and students in grades TK-8 participate in Fine Arts instruction.  All students in grades TK-3 have a garden elective where they study ecosystems, plant biology, soil science, etc.  Each year, site administration and support staff ensure that all students are enrolled in a broad course of study.|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 2022-2023 school year.||2021-06-15||2021                
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.  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 2020-21 LCAP Actions identify a plan to establish a Science Curriculum Adoption Committee K-8 and adopt new NGSS curriculum in 2021-2022 for grades 6-8 and pilot and adopt NGSS curriculum for grades K-5 in 2021-2022.|The pandemic drastically reduced our ability to pilot and adopt new curriculum.  The process will continue for the 2021-22 school year.|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 2021-22 LCAP||2021-06-09||2021                
09619450000000|Pioneer Union Elementary|7|Pioneer Union School District provides a broad course of study to students, as measured by AERIES enrollment data, Williams Act compliance data, CDE’s Data Quest system, and stakeholder surveys.|In addition to core academic classes prescribed by education code, our schools also offer a variety of electives designed to provide enrichment and intervention as needed. All elementary students in grades Prek-5th have the opportunity to take music and STEM classes and middle school students can choose from instrumental music (band), visual arts and STEM electives.|One barrier to accessing a broad course of study is the limited number of credentialed staff serving our small population of students and the limited number of single subject credentials they hold.|Based on our local context, PUSD delivers many opportunities for our students to participate in a broad course of study.||2021-09-09||2021                
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.|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.|There are barriers to continuing to grow our Broad Course of Study.  Those barriers include, time in the school day, tightening budget and staffing.|PUSD will continue to research ways to provide a greater selection of courses for students to participate in and connect them to the campuses.  (During the 2020-21 school year PUSD offered a virtual learning option to all students.  This option used the same curriculum as the classroom based instruction.)||2021-06-09||2021                
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.  Due to the COVID-19 Pandemic, Music and Choir were not offered during the 2020-2021 school year.  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.||2021-06-08||2021                
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 school.|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.||2021-05-25||2021                
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.||2021-05-19||2021                
09737830000000|Black Oak Mine Unified|7|Prior to the pandemic our greatest area of need as identified by the California State Dashboard is continued attention toward improving academic outcomes for our overall student body and unduplicated students. In particular BOMUSD engaged in both Performance Indicator Review (PIR) process and Differentiated Assistance (DA) whereby the El Dorado County Office of Education and our local SELPA, were our partners in examining the Annual Performance Report and School Dashboard in which data revealed concerns for unduplicated students in the areas of absenteeism, academics ( ELA and Math) and school connectedness. El Dorado County Office of Education and our local SELPA, were our partners in examining the Annual Performance Report and School Dashboard in which data revealed concerns for unduplicated students in the areas of absenteeism, academics ( ELA and Math) and school connectedness. In addition the 2019 dashboard indicated suspension rate and College and Career readiness as two areas of need. In the Spring of 2020 our BOMUSD Covid Task Force groups expressed that any gains made early in 2019 would be lost and the achievement gap would widen. During the development of our Learning Continuity Plan the following areas were reviewed by the task force and subsequent recommendations indicated in LCP Distance Learning and LCP Pupil Learning Loss were based on the considerations of an increased learning gap.|All 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. Adoption of project based learning/STEAM initiative at the elementary sites, the development of a comprehensive Response to Intervention program and connectivity for all students through chromebooks and hot spot distribution. All of these initiatives supported access to a broad course of study for our student population.|During the 2019-20 School Year Black Oak Mine was actively working on the development of a district wide generator system that would serve to keep schools open during the repeated public safety power shut offs that have plagued California for several years. The plan was realized in the Spring of 2020 just as Covid shut schools down. During our re-opening in September and October of the same year our community was once again plagued with P.S.P.S. events including a local fire however this time we were able to keep school open and sites running.|In our attempts to adapt to the challenge of Distance Learning and to re-open our schools as soon as possible one of the most powerful unexpected outcomes was improved instructional practice. Through professional development designed to enhance digital practice we learned or had reinforced best practices about teaching and learning. We became demanders of equity for our students, and digital access made us hyper vigilant on how we spent our time with student learners. There was less wasted instructional time. The techniques we developed  promoted more direct support, individuation, acceleration and participation.|Many of the communication and connectivity innovations implemented through the process of ensuring safe and healthy schools were more effective methods than our "pre-pandemic" practice. It is possible that the "multi-modal" outreach (Families contacting schools and schools contacting families, media outlets and radio) from multiple directions between our stakeholders created stronger inclusion and forged stronger bonds and connection for our learning community. Placing BOMUSD at the center of basic needs and distribution for families, demonstrating that we could accomplish a safe re-opening and enlisting continual community feedback made responsiveness smoother and more rapid. The LEA collected data regarding connectivity and has a much firmer grasp on who, how, and what the challenges are to establish equity of access. The credit for this connectivity rests at the feed of the entire staff from food services to our IT leadership and to our mental health professionals on the Divide it takes a village!|2021-10-28||2021                
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 100-200, offers CTE courses as well. 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 enrolled in short term programs at the Alice Worsley Court School and the Violet Heintz Education Academy Community School. In addition, FCSS and the Alice Worsley Court School has dual-enrollment for eligible students, in partnership with the State Center Community College District, and primarily with Fresno City College.|Barriers include very small, and declining, 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 and as funds are available. The LEA is exploring online CTE curriculum to supplement current course offerings in all programs.||2021-06-17||2021                
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 and students by grade level for 2020-2021 for the first semester. 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of our program is to serve students through a personalized learning model. We make sure that there are no barriers for students accessing the curriculum. We provided access to the curriculum through independent study, small group instruction or online learning. Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate. If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses. The group with the lowest participation in foreign language was our foster youth. This is likely based on their individualized academic plans. However, there is access to foreign language courses through the online program. 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 students should participate in coursework that ensures their graduation and enhances their career-readiness. We made participation in career- and college-readiness courses an LCAP goal. All students are made aware and have access to dual enrollment courses and CTE courses. CTE courses such as Professional Skills courses are tracked and reported to our stakeholders. We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-10||2021                
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 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.|4.	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. For the 2021-22 school year, this position will be occupied by a full-time teacher.  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 80% 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.||2021-06-21||2021                
10101080119628|Big Picture Educational Academy|7|Big Picture uses teacher credentials, classroom schedules, and master schedules in School Pathways to ensure all students have access to and are enrolled in a broad course of study.  All K-12 students receive access to the core subjects (Math, ELA, Science, and Social Studies), as well as Visual and Performing Arts. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.|All K-8 students receive instruction in English, Science, Social Science, Math, Physical Education, and Visual and Performing Arts during the school day.  Big Picture students in the upper elementary grades receive health instruction as well.  All Big Picture high school students are enrolled in English, Science, Social Science, Math, Physical Education/Health, Foreign Language, Visual and Performing Arts or Applied Arts through a course of study that allows them to fulfill the A-G requirements for admission to UC schools upon graduation.  High school students are also concurrently enrolled in college courses through our partnership with Fresno City College. Our Adult Education program provides access to Career Technical Education (CTE) courses, as well as concurrent enrollment in college courses with Fresno City College.|We are limited in our ability to provide additional courses by physical space and staffing capacity limitations.|In order to provide additional opportunities for our students to engage in a broad course of study, we will offer a Spanish Language course in our upper elementary program.  We are also excited to be the first school in Fresno County to offer American Sign Language (ASL) through dual enrollment with Fresno City College.||2021-06-24||2021                
10101080127514|Kepler Neighborhood|7|The Charter School offers an Advisory period, tutoring block, and elective class. In Advisory, our students engage in conversations with their peers and Advisor about academic and non-academic issues of importance. Our students get targeted, small-group interventions based on student need. And in our elective period, students participate in classes like Spanish and Art.|The Charter School has provided all students with high-quality instruction and a rigorous State Standards aligned curriculum in research-based environment that provides relevant learning experience that encourages student engagement. The strengths of Charter School includes providing the Professional Development sessions in data analysis, restorative practices, mindfulness, and instructional strategies. The ELD program has been reviewed for each EL. The actions and services increased the student engagement through enrichment courses, presentations, awards program for IXL, attendance incentives, family meetings and interventions.|The LCAP Committee analyzed external school data to include SBAC and ELPAC and internal school data to include formative data to include NWEA MAP, and two primary needs emerged. First, the team identified a need for increased achievement in ELA and Math for all students, but especially for Hispanic and socioeconomically disadvantaged students. Second, the team identified a need for more focus on social emotional well-being. This was related to another trend seen in the data of the need to increase students’ sense of belonging and relationships with peers. The team accounted for these needs in its goal setting and action steps, believing that increasing the number of events that may increase connectedness on campus will strengthen school culture. These events will include student recognition programs, use of a social emotional learning program, and positive school climate to boost school pride and students’ sense of purpose.|The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for ALL students focusing on the significant  subgroups of Hispanic, African American, Students with Disabilities, and Socioeconomically Disadvantaged Students supported by teachers and additional support staff. In order to ensure that the students are safe and healthy, the Charter School has implemented powerful Positive Behavior Intervention and Supports (PBIS), Social Emotional Learning (SEL), and Restorative Practices. The approach to PBIS has been found to decrease suspension rates, prevent violence, and increase self-esteem and self regulation. The long-term benefits of this support and the inclusion of SEL will include drug and violence prevention, suicide prevention, conflict resolution and fewer mental health issues caused by trauma.  Technology enhancements are important for the school community. The Charter School has added technology to increase the home to school connection. The Charter School incorporates laptop at a 1:1 ratio to support the core curriculum. The benefit of using technology like this support each student at their own level. It provides another format to ensure the core curriculum is differentiated in a way that support the students’ interests, allows them to interact with the platform individually at their own level and provides digital texts that can define words, allow students to take notes or refer to the text.|Kepler is committed to providing a high-quality, rigorous educational program which prepares students in both character and academic education. Kepler provides a personalized learning environment with small class sized which fosters strong relationship between teachers and students. Kepler is committed to service learning to educate students about their impact within the community. Kepler is committed to providing interventions and enrichment opportunities to ensure that every student achieves their fullest potential.|2021-06-23||2021                
10101080140186|Clovis Global Academy|7|Our Master Schedule indicates instructional blocks for content and demonstrates that our school offers a broad course of study.  A Dual Language Immersion program includes a whole other language for literacy development, which significantly expands the student's course of study while also developing learner capacity and supporting brain health.  The schedule shows each grade and class's course of study, which is provided for all students, including unduplicated and students with exceptional needs.  It includes ELA, Math, Spanish Language Arts, Global Cultures, PE, and Art.|We are a single, small, 50/50 dual language immersion school, in our second year of operation.  All students have access to the same, broad course of study (ELA, Math, Spanish Language Arts, Global Cultures, PE, and Art).|We do not have barriers to access of a broad course of study at Clovis Global Academy.|Each year, we will be opening a new grade level and developing a new Master Schedule to plan for the staffing needs that will sustain the broad course of study we committed to when we developed our charter school's design.  We designed for a broad course of study, and are implementing the same.  In the future, we must simply continue adjusting for the needs of the additional grade level added, until we reach the TK- 8th grade school we envisioned.||2021-06-09||2021                
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, 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 with a focus on building a solid music program as we have had in prior years. 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 one main area. The district will continue its research and development of a music program and continue to pursue finding an appropriately credentialed music teacher. The district will also continue its investigation into resources available to make this program possible.||2021-09-15||2021                
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, 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 with a focus on building a solid music program as we have had in prior years. 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 one main area. The district will continue its research and development of a music program and continue to pursue finding an appropriately credentialed music teacher. The district will also continue its investigation into resources available to make this program possible.||2021-09-15||2021                
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, 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.||2021-06-08||2021                
10620420000000|Burrel Union Elementary|7|Our district consists of a single, small rural school with grades TK to 8th. Teachers collaborate in grade level groups - TK-2nd; 3rd-5th and 6th-8th. All students with special needs are mainstreamed into their general education classes. All student progress is monitored by the results of state tests (SBAC, ELPAC and PFT). As well we have additional monitoring tools such as NWEA (reading/math) and local standards-based grade benchmark assessments. The state test practice Interims, Comprehensive and Focus are used to monitor student understanding of content.  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 and/or intervention during our intervention block. Lessons in art are included for all students. Our English Learners receive designated and integrated ELD daily. Our Special Ed students are supported during push in learning opportunities and provided with pull out instruction depending upon their IEP needs.  Student access to Broad Course of Study is measured by several methods. All Teachers submit weekly lesson plans to Administration that contain a Broad Course of Study throughout their instructional day.  Our Extended Learning Program (ELP) is available for all students.|As a small, single school district, there are no differences across our school sites. All student groups have access to and are enrolled in a broad course of study. Limitations in funding, facilities and personnel force us to provide visual and performing arts content through the regular classroom teacher. Our small enrollment does not support hiring a full time music or art teacher to teach these content areas. Spanish class and college/career exploration lessons and activities are provided for our 6th-8th grades only during electives. Students are provided with yearly educational field trips, STEAM activities, college visits and access to guest speakers.|All limitations in providing students access to a Broad Course of Study would be due to our small size, rural location and funding. We continually seek ways to provide spread content subject access throughout the TK-8th grades. Currently, we are piloting a College and Career exploration program that allows students to shadow a career. Students would be able to know how it feels to be in a career of their choice. Guest Speakers will be invited to share their Career pathways at least four times yearly for grades 6th-8th.|Actions include contracting with a local artist or musician to provide visual and performing art lessons to all students, TK-8th grades. We will utilize the Peach Blossom Festival to incorporate more activities for Performing Arts in all grades. We are also exploring providing access to learning Spanish, not just conversation but reading and writing. Although the majority of our students speak Spanish.upon entering school, they are not literate in their home language. We would like to support their bilingual abilities.||2021-04-06||2021                
10621090000000|Clay Joint Elementary|7|We use the trimester grades to track the extent to which all students have access to, and are enrolled in, a broad course of study. Science In 2019 - 2020 98% of all K-8 students received a C or better in science for the school year. In 2020 - 2021 99% of all K-8 students received a C or better in science for the school year. Social Studies In 2019-2020 95% of all K-8 students received a C or better in social studies for the school year. In 2020-2021 97% of all K-8 students received a C or better in social studies for the school year.|We will continue to do what we are doing to engage our students and use project-based learning as often as possible. In addition, we will integrate writing using Thinking Maps to help our students organize their learning into complex writing.|There are no barriers. All students have access to a broad course of study.|Our new actions will only be additional training in our broad course of studies. We will be offering training for all certificated staff on STEM from the Fresno County Superintendent of Schools. They will be providing integrated support in teaching science, using our curriculum but integrating literature and Thinking Maps.||2021-06-08||2021                
10621170000000|Clovis Unified|7|Clovis Unified utilizes multiple measures 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. 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. CUSD utilizes Xello, a College and Career Readiness program in grades 6-12 to provide students with the opportunity explore lessons and activities tied to career and college opportunities.|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.||2021-06-09||2021                
10621170118018|Clovis Online Charter|7|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 students 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.|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.|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.|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.||2021-06-09||2021                
10621250000000|Coalinga-Huron Unified|7|CHUSD uses the California School Dashboard, Aeries (Student Information System), CALPADS, CAASPP, ELPAC, Healthy Kids Survey, Master Schedules, Parent Surveys, FastBridge Learning, Staff Surveys, and other local surveys to determine access to, and are enrolled in, a broad course of study.|Student access and enrollment to a broad course of study as measured by analysis of school site master schedules.  -100% access to a broad course of study at all school sites -24% students in grades 9-12 enrolled in AP courses (Aeries) -40% students in grades 7-12 enrolled in elective courses (CALPADS 3.6 report)  All students, special education, English Language Learners, socio economically disadvantage, and foster students,  in CHUSD have access to a broad course of study.|The challenges and barriers facing student achievement include limited English fluency, mobility, geographic isolation, and a high rate of poverty. Our English Learner (EL) population is 40.2% of our student body with 17 different languages spoken by CHUSD students. Additionally, 88.9% of our students are socioeconomically disadvantaged.  In spite of the challenges, CHUSD is providing a broad course of study for all students.|CHUSD will continue to look at the LCAP Goals, SPSA Goals, and surveys to continue to improve the programs offered, as well supports to make sure all students are successful when they participate in the broad course of study. Just having access is not enough if our students are not achieving at a high rate, based on CAASPP results, High School Graduation Rates, ELPAC Scores, California Dashboard, and Aeries.  Targeted Intervention for at risk students: Based on Dashboard data, our unduplicated students require more support when it comes to performance on state assessments. To address this issue, CHUSD will allocate resources to maintain elementary PE teachers. PE time will provide additional opportunities for targeted intervention for “at-risk” students in a small group setting at the elementary level. According to the CA Dashboard, Huron Elementary, where the services/support in this action were fully implemented, CAASPP scores in ELA increased 25.4 points in two years and expects services performed under this action to continue to improve student learning, especially for socio-economically disadvantaged pupils, English Learners, and students with disabilities as measured by local measures as well as improved student performance on CAASPP.||2021-06-29||2021                
10621580000000|Fowler Unified|7|Under Goal #3 in the Fowler USD LCAP, the measure(s) of access to a broad course of study are teacher schedules and/or master schedules. In addition, a random sample of secondary students was collected and assessed for access to A-G core classes, honors or advanced placement classes, CTE/ROP classes, and electives.  Elementary schools’ schedules were examined for weekly instructional plans.|It was found that no significant gaps exist between the access low-come students have to the above classes and access by the overall student population.  There were some differences in access for English Learners generally due to the classes those students might be taking to continue to develop English language skills.  Similar results were noted, especially for electives for students with exceptional needs, whose access might be limited due to other academic support classes.|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. Fowler High is limited in the amount of elective and CTE offerings due to the relatively small student population.  It is not always possible to offer more world language courses or more arts classes when the number of possible enrollees does not support the expense of a credentialed teacher.  The District does offer a broad curriculum at all levels, TK 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.  As part of its LCAP, the District is offering opportunities for acceleration and enrichment in summer and after school programs.  This, coupled with increased academic supports for students, should provide increased opportunities for students to access an even broader range of courses.||2021-06-16||2021                
10621660000000|Fresno Unified|7|This measure explores whether students have access to, and are enrolled in, a broad course of study including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. LEAs report 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 for Grades 1-6 and 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on information collected through locally selected tools and measures that identifies differences across school sites and student groups, barriers preventing student access, and any revisions to ensure access for all students.|FUSD prioritizes ensuring equity and access to a broad course of study for all students and reviews of course offerings, class schedules and school schedules to do so. 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.  At the elementary level, K-6 teachers are credentialed to teach multiple subjects. Elementary access is monitored through grades reported on progress reports and report cards quarterly. In secondary, FUSD’s SIS Atlas’ Master Schedule tool and reports (which can disaggregate data on unduplicated students and students with exceptional needs) are used to track access and enrollment to courses. Course curriculum is used to demonstrate the course of study provided. Additionally, since FUSD’s graduation requirements reflect a broad course of study graduation rates as well as A-G completion rates serve as measures as well. Through Atlas and CALPADS, FUSD is 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.   Developed collaboratively with FUSD’s Departments of Equity and Access and Curriculum and Instruction, secondary core course placement guidelines operate to ensure that students are placed in a broad course of study based on multiple academic measures. Differences are in the optional field below.|The master schedule tool, course sequencing, and graduation requirements are set up so that all students have access to course of study. The only barrier Alternative Education students would encounter is that their schedule does not always show that they are enrolled in course of study if they are only enrolled in 1-4 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 individual needs and course does not meet course of study criteria. This is done on an individual case by case basis. In regards to Dual Enrollment (DE), FUSD needs to improve the system for measuring, monitoring and tracking students simultaneously enrolled in high school and college coursework. Adequate support and monitoring will improve access and enrollment for under-represented groups.  While improving, equity gaps and barriers related to enrollment (not access) in advanced courses still exist between student groups.|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 the sequence may be more individualized to meet their credit recovery plan. Secondary sites also have Advanced Placement (AP) and Career Technical Education Coordinators, who work collaboratively with site administration, to support ongoing improvements of unduplicated students and students with exceptional needs’ participation in AP and CTE coursework. FUSD continues to work to expand Dual Enrollment opportunities for students in addition to district level support to refine and improve processes. FUSD has also increased access to Advanced Placement courses by, for example, subsidizing test fees, offering a wider variety of college-level classes. FUSD 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.|FUSD's centralized criteria of grades, National, State and Local assessments, allows for the creation of a matrix used districtwide to guide initial placement of students in appropriate courses. While course sequence may vary from program to program all students have access to course of study. Alternative education students have access to course of study but may not always be enrolled throughout the year if they are recovering credits. Alternative education students may only enroll in 1-4 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. 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. English learner students have opportunities to advance through ELD courses which are paired with core courses similar to their non-EL peers. Special Education students have opportunities to enroll in general education courses, which allow them access to a-g eligible content courses, with the support of a Special Education teacher.|2021-06-16||2021                
10621660106740|Aspen Valley Prep Academy|7|Aspen Public Schools assesses students using iReady and curriculum based assessments.|100% of Aspen's students have access to and are enrolled in a broad course of study.|Barriers at this point are COVID required quarantines.|The LEA has a deep new commitment to prioritizing the teaching of foundational reading skills to all students.||2021-10-19||2021                
10621660114355|Sierra Charter|7|Sierra Charter School's student information system, School Pathways, tracks every students class enrollment, including days and times.  This is monitored by the teachers, counselor program specialist and high school advisor to make sure students are enrolled in the proper courses.|All students have access to, and are enrolled in, a broad course of study at SCS.|There are no barriers preventing SCS from providing access to a broad course of study for all students.|SCS will continue the processes and procedures currently used to ensure access to a broad course of study for all students.||2021-09-09||2021                
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 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.||2021-10-07||2021                
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.||2021-06-08||2021                
10621660133942|Aspen Meadow Public|7|Aspen uses iReady assessments, along with curriculum assessments. Each and every student is enrolled in a broad course of study.|All students are enrolled in a broad course of study.|Barriers that the school faces are due to COVID quarintines that disrupt the flow of classroom learning.|The school has assured a broad course of study for all students, including during COVID hybrid learning.||2021-10-19||2021                
10621660140038|Endeavor Charter|7|1) Endeavor Charter School (ECS) offers highly personalized educational plans for each student. Each TK-12th student’s academic program is personalized to meet the needs of that individual student. We provide independent study students & their families with 4 types of resources: a. Guidance & oversight of a student’s educational plan is provided from a professional, credentialed & experienced Advising Teacher. Each student & his/her parent meet regularly with the Advising Teacher to review progress, assessments & plan upcoming curriculum & pacing. When applicable, a Special Ed Teacher or 504 Coordinator may be part of this education plan. b. A wide variety of standards-aligned curriculum & learning materials: Our credentialed staff work w/ each student & his/her parent to design a standards-aligned educ. program that meets the student's needs, incl. A-G courses.  ECS purchases curriculum & collaborates w/ each student/parent to develop pacing & expectations for student work.  c. Site-based classes, enrichment activities & field trips taught & led by qualified staff & designed around our students’ needs and interests.  d. A meeting place for independent study families to collaborate & exchange “best practices” with guidance of credentialed, professional teachers & staff.|2) Each student at ECS 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.|3) Endeavor Charter School 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 2021-22 Local Performance Indicator Self-Reflection for Endeavor Charter School Page 14 of 16 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 2021-22 LCAP, ECS is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent.|4) Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2021-22.||2021-06-15||2021                
10621661030840|Carter G. Woodson Public Charter|7|The LEA is using online platforms such as Edenunity to offer courses such as Spanish, Algebra II and other College Prep courses to prepare students for post-secondary. The charter provides services to all students to ensure the academic progress is tracked towards graduation. Ultimately, at least three types of goals are created in the areas of Academic, Career, Social/Emotional, and Post-Secondary for each student annually.   Measurable performance outcomes include increasing the number of students graduating on time, decreasing our school’s suspension rate, reducing truancy, and increasing student engagement in Math and English.|All students are provided opportunities to meet with their guidance counselors for individual learning plans, teachers for student/teacher parent conferences and beginning and end of year surveys.  During all meetings, credit evaluations, goal setting and career explorations are conducted to ensure student interest and A-G requirements are aligned with course choices.|N/A|The LEA has implemented multiple methods of instruction delivery such as in-person and independent studies to reduce loss of instruction and increase school attendance.  We have also all UC requirements and expanded out CTE offerings to expanded course offering. With multiple modalities, the students are provided one-on-one interventions and feedback regarding progress more rapidly.  The LEA also has successfully provided extended learning hours, on site tutors, afterschool program enrichment and transportation for all students to reduce any barriers. The LEA also provided internet ready tablets and Hotspots to all students and making priority to our SPED/504, Homeless and Foster, EL Learners and at-risk.||2021-08-09||2021                
10622400000000|Kingsburg Elementary Charter|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted.|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education.||2021-10-12||2021                
10622400113142|Ronald W. Reagan Elementary|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted.|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education.||2021-10-12||2021                
10622400114587|Island Community Day|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted.|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education||2021-10-12||2021                
10622406006704|Lincoln Elementary|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted.|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education.||2021-10-12||2021                
10622406006712|Roosevelt Elementary|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted.|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education.||2021-10-12||2021                
10622406006720|Washington Elementary|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted.|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education.||2021-10-12||2021                
10622406108328|Rafer Johnson Junior High|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education.||2021-10-12||2021                
10622406114805|Central Valley Home|7|The Kingsburg Elementary Charter 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.|All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span.  All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School.  Students in grades four through eight, attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.|At this time, all students have access to a broad course of study. No discrepancies have been noted.|The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and ensure all students have access to a high-quality education.||2021-10-12||2021                
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.|During the 2020-21 school year, Kingsburg High School students had access to 9 AP classes, 4 honor classes, 16 fine/performing arts classes, and 35 ROP classes. 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 2020-21 school year, Oasis High School students had access to all state- required courses, except ROP. During the 2020-21 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 of the district to offer more AP and CTE classes without taking away from other elective classes.|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.  No other new courses were added during the 2020-21 school year.  The district is exploring ways to incorporate more dual enrolled classes moving forward.||2021-06-21||2021                
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 all courses (such as foreign language) are offered across the middle school grades. 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 continue to 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.||2021-06-22||2021                
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 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.  While students at DLA have a lot of options with the online curriculum provider, often times students do not take many electives as they are focused on the core requirements to graduate.|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 at DLA is that students struggling to meet minimum graduation requirements may not have the opportunity for additional elective or CTE coursework.|Dunlap Leadership Academy is committed to providing students with the broadest course of study possible to as many students as possible, as appropriate.  We will continue to align resources from state and federal sources to increase opportunities for students to access career technical education and online electives, in addition to core instruction and required courses.  DLA is currently reviewing ways to increase access to interventions for students who need additional academic and/or socio-emotional support.  This is an ongoing challenge due to the structure of independent study programs.||2021-06-22||2021                
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 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.  While students at RMCHS do not have a wide range of high school electives, they do have options for college coursework.  These include general ed college courses, visual and performing arts, and CTE courses.|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 at RMCHS is that students struggling to meet minimum graduation requirements may not have the opportunity for additional college coursework.  In addition, our master schedule is very tight due to our school size which allows for little movement and flexibility within the high school day.|RMCHS is committed to providing students with the broadest course of study possible to as many students as possible, given our small master schedule.  We will review current course offerings on the high school side and review the college pathway requirements to ensure students have options as they work towards graduation and the completion of their guided pathway.  RMCHS will continue to align resources from state and federal sources to increase opportunities for students to access career technical education, elective offerings on the college side, in addition to core instruction and required course offerings.  RMCHS is currently reviewing ways to increase access to interventions for students who need additional academic and/or socio-emotional support.||2021-06-22||2021                
10622810000000|Laton Joint Unified|7|Administrators and counselors work together to create the course schedule. Student transcripts are reviewed at least once a year. At the primary level, students are placed accordingly to meet their needs and ensure balanced classrooms. Student test scores are reviewed and considered during placement. The District offers a Dual Language program for k-8 students. For every grade level, admin and counselors collaborate to ensure proper placement. In high school, all students are placed on an A-G track. Students are offered a variety of courses, including rotating AP and CTE courses. Leveled ELD courses are in place to provide support to ELD students. At the highs school level, students also have the option of enrolling in Edgenuity courses. This program offers online courses created to provide students the option to enroll in courses not offered on-site. Enrollment of every course is reviewed to consider during future planning. Review of schedules for all students includes those in each grade span, unduplicated pupils, and those with exceptional needs.|Laton USD is comprised of 3 schools that cover grades TK-12. As a Title I District, students are equally distributed among programs/teachers. Students with exceptional needs are placed according to their IEP. While students with special needs are placed in general education programs, discussion through IEP teams and meetings are ongoing to increase inclusion whenever possible and appropriate. The elementary and middle school counselor works collaboratively with all stakeholders to raise capacity in all the students ro inform them of all the electives available to them. Students with special needs are placed accordingly and have equal access to enroll in a broad course of study. The size of our school district allows for all students to participate in most of the courses offered. Grade monitoring is consistent and takes place at least twice each school year. The counseling department is working on bridging resources and easing the transition from middle school to high school. The master schedule is created with student choice in mind. Science and CTE courses are aligned to the FFA program, which offers students the opportunity to participate in projects and numerous industry field trips that prepare students for college/career and 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 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. Specific 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 specific programs prevented them from enrolling in certain classes. The elementary and middle schools currently use a combination of pull-out and push-in models for services with this student demographics, which is determined by need and driven by the IEP. English Language Learners students assessed as newcomers at the high school level are placed in our ELD program, which consists of ELD I and II. This is in place for the first two years of enrollment.  However, the current reality 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, the district recognizes the need for additional support for students with disabilities. To support the District's pull-out/push-in model in place, additional paraprofessionals will be hired to assist RSP teachers/students who need extra support so they can have access to core instructional programs. Due to 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 when planning professional development. Courses in the ELD Program at the high school were evaluated. It was determined to have the foreign language teacher teach ELD  I and II to provide structured ELL support aligned with language acquisition assessments. The Edgenuity program has been implemented, giving students access to various courses online not available on site. Additional foreign language (Spanish) electives have been added to the middle school’s course offerings. By providing students the opportunity to strengthen their Spanish language skills in middle school, they will be better prepared to participate in AP language courses at the highs school level. These students will have an increased opportunity to receive the Seal of Biliteracy at graduation. The counselors and site administrators will continue to revise the master schedule and teacher assignments to meet students’ needs and ensure all students have access to a broad course of study||2021-06-23||2021                
10623230000000|Monroe Elementary|7|An alysis of general student enrollment at Monroe Elementary was conducted through SchoolWise, our student information system. We compared this with individual grade level/class enrollment and our SchoolWise Gradebook which houses all course offerings and student enrollment in each individual course. A analysis was conducted to ensure each had access to a broad course of study and included all unduplicated student groups and individuals with exceptional needs.|Monroe Elementary is a single school district with 154 students. Our local audit of course offerings and student enrollment in TK - 8th Grade shows 100% of our students have access to, and are enrolled in, a broad course of study including Middle School Elective Courses: All 100% (6th - 8th Grade), Unduplicated groups including students with exceptional needs 100% (6th - 8th Grade).|Based on our analysis of both general enrollment and individual student enrollment in broad course of study, we have identified no major barriers to providing any students this level of access.|There are no revisions, decisions, or new actions identified for improved implementation or for providing access by all student groups to a broad course of action.||2021-06-15||2021                
10623310000000|Orange Center|7|With CDC guidance, the district will continue to provide real-life experiences to students in many broad courses of study in the form of field trips, elective course offerings in 6th-8th grades, specialized presentations, and out of district competitions.  The district’s instructional technology coordinator will continue to provide students with 21st century skills by delivering lessons encompassing Computer Coding and 3D Printing.  All K-8th students have either an IPAD or a Chromebook designated to them for use in their classrooms.  The district will 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.  The district will provide high quality teaching with technology support in the integration of technology into lessons and provide technical support.  The district will maintain an Instructional Technology Coordinator and continue to contract an FCSS Technology Technician.|The district will provide high quality teaching with technology support in the integration of technology into lessons and provide technical support.  The district will maintain an Instructional Technology Coordinator and continue to contract an FCSS Technology Technician.  With CDC guidance, the district will continue to provide real-life experiences to students in many broad courses of study in the form of field trips, elective course offerings in 6th-8th grades, specialized presentations, and out of district competitions.   The district will 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.  The district’s instructional technology coordinator will continue to provide students with 21st century skills by delivering lessons encompassing Computer Coding and 3D Printing.  All K-8th students have either an IPAD or a Chromebook designated to them for use in their classrooms.|Because of the size of our school, it is difficult to offer courses that are taught by a single-subject credentialed teacher specifically for certain subject matter. Every class is self-contained from K-8th grades so our multiple subject credentialed teachers are providing opportunities for students to have a broad course of study. When reviewing data for all students at Orange Center, the 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 we serve a number of English Learner 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 a Dual Immersion program and continue to provide real-life learning experiences.|As a result of our review, it is expected that there will be increased academic achievement for all unduplicated students as measured by CAASPP ELA and Math as well as increased percentages of English Learners making annual growth in the ELPAC by continuing the programs giving students a broad course of study.||2021-06-30||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-10||2021                
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 Language Arts, Math, Social Studies, Science, Visual and Performing Arts, Music, Health/SEL, and Physical Education. 7th and 8th grade classes use a rotating elective schedule to provide students with additional instruction in subjects, 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-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.||2021-06-29||2021                
10623720000000|Pine Ridge Elementary|7|We utilize our master schedule to show that all student are enrolled in an appropriate, broad course of study.|Because of our small school with single grade levels, all of our students have access to a broad course of study|We have found no barriers in provided students in a broad course of study.|All students have access to a broad course of study.||2021-09-14||2021                
10623800000000|Raisin City Elementary|7|The Master Schedule is the main selected measure that the LEA is using to track the extent of which all students have access to, and are enrolled with, a broad course of study. The master schedule also identifies that our unduplicated student groups and individuals with exceptional needs have access and are enrolled in a broad course of study.|We are a small single rural school district and all students have access to classes and programs that are offered.|We are a small single rural school district and a barrier that is also presented is that we can only offer a limited amount of programs and courses to serve students.|We are looking into providing more instructional and student programs that our parents, staff and students have shown an interest in.  Finding qualified credentialed teachers to serve in these positions have continued to be a barrier in a broad course of study for all students (music/dual immersion).||2021-09-13||2021                
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 and students by grade level for 2020-2021 for the first semester.  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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish.  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 students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technical education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-10||2021                
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. 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.|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. 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.||2021-06-22||2021                
10624141030766|Hallmark Charter|7|At Hallmark Charter, 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 at Hallmark Charter including unduplicated student groups and students with disabilities in the 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. 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, Physical Education, and Foreign Language. Career Technical Education courses for 9-12 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.||2021-06-22||2021                
10624146117865|Quail Lake Environmental Charter|7|At Quail Lake Charter School, 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.|All students at Quail Lake Charter, for 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. In addition, at Quail Lake 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 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 Charter School have access to a broad course of study they do not face any systemic barriers from the broad course of study perspective.||2021-06-22||2021                
10624146117873|Sanger Academy Charter|7|At Sanger Academy, 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.|All students for Sanger Academy 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. 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.||2021-06-22||2021                
10624300000000|Selma Unified|7|Selma Unified continues to use class and course rosters from AERIES, lesson plans, school schedule tables, 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. The district will also continue to 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 for all of the secondary sites. 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. For some English Learners and students receiving Special Education services, World Languages, CTE and some VAPA courses are accessible as part of their educational plan for 7th-12th grade.  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.|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 English Learners, students receiving Special Education, and students in intervention courses. at the 7th-8th grade level. However, students have an opportunity to access additional elective classes at the high school level.|The district has and will continue to work to expand the options for Career Pathways and to increase the number of foreign languages offered, in addition to providing access to all students at the 7-8 grade span. The district will look at providing additional access through after-school, online, and before school programs and/or different models for the delivery of intervention supports.||2021-06-29||2021                
10625130000000|Washington Colony Elementary|7|1) 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) 2019-20 and Published on 2020-21 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|2) The School Master Schedule and SARC report indicate that all student 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.|3) 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 life style.  As stated on the 2020-21 LCAP Goal 1 Action 4.0 Supplemental Resources Supporting Standards Aligned Instruction, the district will also explore the integration of applied arts and CTE.  The district has added a STEM elective class that includes Robotics with 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.||2021-06-22||2021                
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 the 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 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 to find a part-time band instructor. We have been able to generate some performing arts with a guitar and choral music teacher, however, it was not sustainable due to commitment issues.|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.||2021-06-23||2021                
10625470135103|Yosemite Valley Charter|7|Yosemite Valley Charter uses several tools to confirm that we are offering a broad course of study.  Tools included surveys to stakeholders, stakeholder meetings, closely working with the county office of education, and working with local community colleges and universities.  YVC uses tracking tools for all students which occurs every twenty days to ensure all groups and grade spans have access to a board course of study.  Grades 1st through 8th have student clubs connected to their interests as well as enrichment courses which include STEM and VACA courses.  Our high school students are tracked every two weeks to ensure that they are successful.  Each student has an individual graduation plan that is revised throughout the school year.|Each of our students is enrolled in a broad course of study according to their interest and/or their graduation plan. Differences in the board course of study would vary according to geographic location.  About 25% of our high school students are concurrently enrolled in a community college or other IHE.  Each community college has different areas of study and certification that are of interest to our students.  We have also expanded our enrichment offerings to include courses that include VACA, AG, and STEM for all grade levels and we have spotlights for these courses in order for students to have greater access.|Yosemite Valley Charter is a non-classroom-based program that partners with local community colleges as well as the county office of education.  There are very few barriers to access; however, access may include Wi-Fi connectivity due to location, transportation to courses offered away from central locations, and course enrollment caps which fill up quickly.|Yosemite Valley Charter will provide more hotspots for students to increase access, and we will partner with more community colleges to increase access as well as enrollment opportunities when space in courses is limited.  We will also seek to increase access through local course development to offset any barriers due to location and travel.||2021-10-27||2021                
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 and students by grade level for 2020-2021 for the first semester.  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 Technical 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language for our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses through the online program.  English learners are receiving ELD courses.   Special education students were low participation in CTE.  Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts.|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 and Professional Skills courses are tracked and reported to our stakeholders.  Special education students were low participation in CTE. We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-10||2021                
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.||2021-06-10||2021                
10739650000000|Central Unified|7|In Central Unified School District (USD), students enrolled in Kindergarten through sixth (K-6) grades have 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 (BCOS) 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 Students with Disabilities (SWD) is conducted by site leadership with the support of supervisory staff. Central USD currently has teachers for both VAPA and PE at all K-6 sites. 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 & SWD students via examination of classroom rosters, class schedules, and classroom observation/verification.|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. A review of K-6 measures and monitoring shows 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.|Based on student academic performance results, Central USD has intensified its 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 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. 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.||2021-06-22||2021                
10739990000000|Kerman Unified|7|Kerman Unified 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. The middle school has added an introductory FFA class, which is open to all students.|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. There has been a focus to ensure that students with disabilities have the opportunities to take ROP/CTE courses.|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. There has been a focus to ensure that students with disabilities have the opportunities to take ROP/CTE courses, as discussed in IEP meetings and with the students' counselors.||2021-06-17||2021                
10751270000000|Mendota Unified|7|For grades 7 – 12, MUSD 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 for our secondary schools provides information regarding the courses offered and the availability of the courses offered to ensure that all students have access to all courses.  For grades K – 6, MUSD 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, provides information regarding the course of study offered at each of the respective school sites.  All students in grades K - 6 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 LCAP.|Based on the above-mentioned measures and adopted board policies regarding student enrollment, participation, and discrimination, all students in the MUSD have access to and are enrolled in a broad course of study. The master schedules of our secondary schools 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 within other core offerings. 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 school sites that share common grades offer the exact same courses and curriculum.  In addition, MUSD serves very homogeneous student population; therefore, an analysis of student disparities within courses would result in no significant findings.|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.||2021-06-30||2021                
10752340000000|Golden Plains Unified|7|The unduplicated students are some of the lowest performing students at Golden Plains on state and local assessments. To meet this need the LEA will continue to implement district initiatives such as ERWC, SEAL, CALLI, NPDL, and Number Talks. Implementation includes refining instructional practices; data-analysis in Professional Learning Communities(PLCs); and the purchase and use of materials and supplies in order to meet the needs of unduplicated students.  All Special education students and English learners are included and planned for in all district Initiatives.  The LEA has continued to develop and maintain accelerated and enriching learning opportunities for students to meet and exceed grade level standards on their path toward graduation.  Opportunities include CTE and STEAM pathways, Seal of Biliteracy, Honors AP Courses, dual enrollment, Math I in 8th grade, increased Advanced Placement and concurrent enrollment programs with West Hills Coalinga, and coding.  The LEA will continue to research and develop its CTE curriculum to include courses in which there is a high demand of employment after graduation.  The Special Education completion track provides Special Education students the opportunity to earn certification and develop life skills needed for job opportunities. Enrollment data and participation in a broad course of study is recorded and documented in the LEA LCAP through data collected from PLCs, Aeries, school site meetings, and state assessments.|SEAL (Sobrato Early Academic language) is an inclusive method to teaching ELA across the curriculum that is gear towards language acquisition for young English learners.  The strategies are such that SEAL is beneficial for all students (i.e. SPED).  All K-5 great students are exposed to SEAL strategies on a daily basis.  ERWC is is the (Expository Reading and Writing Curriculum) a supplementary ELA program that  develops academic literacy for our 6-12 students. Band (5th-8th) and Math 1 (8th) are available to students across the district.  High school opportunities include CTE and STEAM pathways, Seal of Biliteracy, Honors AP Courses, and Dual Enrollment.  The LEA is currently working to enhance the Agriculture Pathway to include ag projects (floral, research, horticulture).   Documentation on CTA and courses of study can be found in Aeries and the LEA LCAP. Currently, San Joaquin Elementary has a dual immersion (DI) program from Kinder through 4th grade.   The dual immersion program is open to all students across the district.|Recruiting and retaining highly qualified teachers in order to provide access to a broad course has been an issue.  The district struggles to meet the needs of students in providing a highly qualified teachers for the DI, CTE, and general subject classrooms.   The unduplicated students are some of the lowest performing in the LEA on state and local assessments due in part to the turnover rate of teachers.|The district is will incentivize the DI program by offering stipends to attract teachers with a BCLAD (new and transfer opportunities).  The LEA will continue to attend recruitment fairs to hire and retain properly credentialed staff. In addition the LEA will train Golden Plains Unified staff, i.e. teachers, coaches, and administrators to message and attract highly qualified candidates to our district.   The LEA will provide 21st century learning strategies and skills to both classified and certificated staff  (professional development).   21st Century learning strategies and skills include the Google Platform (Google Docs, Google Classroom, Google forms and sites).  Staff will employ the Google platform to enhance student through learning outcomes relevant to the world students will face in the future. The LEA will update and replace, technology, for example Chrome book carts, computers, Chrome book management systems, high-speed internet with Comcast, wireless access and security in all settings. In addition Golden Plains will restructure the technology department to assist with embedding technology in lesson design, lesson delivery and student demonstration of learning.   The LEA will continue the practice of training teachers in the ELA/ELD framework along with good first instruction practices.   the LEA will enhance the Agriculture Pathway to include ag projects (floral, research, horticulture).|The district is current working with a number of outside entities to improve the efficacy of administrators, counselors, and teachers across the district.  The LEA is currently involved in early literacy training, MTSS, CSI, and other state and county supports.|2021-06-22||2021                
10752750000000|Sierra Unified|7|Sierra Unified ensures that all students have access to a broad course of study through the monitoring of the master schedule and student course enrollment.  Students are provided with the benefit of Office Hours with certificated staff at the junior high and high school levels to provide support to all students and encouraging students in unduplicated student groups to have access to high-level academic course work and advanced assessments.|Using student course enrollment for 2019-2020, students at Sierra High School participated in advanced academic courses at a rate of 49%, VAPA   56.4% and Vocational/Technological Education  32.1%.  Sierra Unified hosts 1 comprehensive high school and 1 alternative education high school.  At Sierra High School, there is a known participation gap in the level of enrollment in advanced courses among Native American students and all other student groups. A District effort is being made to support these students in choosing to access advanced courses as a viable path to education.  We provide credentialed teacher office hours before, during and after school, academic counseling to encourage participation and, a Native American Mentor that assists in student engagement and hosts quarterly family meetings to report student progress throughout the year.  Students in the low income student population tend to be enrolled at a higher rate in vocational/tech education courses than VAPA and advanced academic classes. Like the noted student group above, opportunities for engagement and support are available to assist and encourage participation in a broad course of study.|Student enrollment and participation is largely barred by the students' self-perception of ability and/or access to participation.  Through the continued support of tutoring, office-hours, academic counseling and mentoring programs the District continues to strive toward encouraging the participation of all students in a broad course of study.|It is worth noting that the high school campus and the alternative campus work to allow student access to a broad course of study through concurrent enrollment.  This allows for students enrolled at our alternative high school sites to have access to vocational courses, the visual and performing arts and advanced courses that may not be offered at their school site.  There is some planning to be done, but in the future, the district is looking to expand opportunities that the alternative campus may offer that students enrolled at the comprehensive site will be able to attend through concurrent enrollment as well.  This allows our district to maximize the power of our limited teaching force in a unique, yet equitable way that will serve all students seeking greater opportunity.||2021-06-28||2021                
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 comprises 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 were discovered on the secondary level, specifically at the high school.  Identified differences were discovered with students who are behind on credits.  Students who have fallen behind in credits have less access to elective and Career and Technical Education (CTE) programs.  In addition through examining the California School Dashboard, it was noticed that students identified in the demographic groups of Hispanics and Socio-Economically Disadvantaged suffered an achievement gap in comparison to “White” students on the College & Career Indicator (47% compared to 77%).|While all students in RJUSD have access to a broad course of study, barriers were discovered with two student groups identified as Hispanic and Socially Economic Disadvantaged.  Students in these two demographic groups had less access to a broad course of study because these two groups had a high number of courses that they needed to make-up for credit recovery.   Students in these identified groups were not prevented from access to a broad course of study, but their ability to take part in these courses was limited because they had courses that needed to be repeated for graduation credits.|In addressing recognized barriers, RJUSD will examine their instructional program on the 9th - 12th grade level.  Goals 1 and 2 of the RJUSD 2021-2022 LCAP have many elements to address the lack of access to a broad course of study for Hispanic and Socially Economically Disadvantaged students.  Actions include support staff to work with students, instructional approaches and methodologies, supplemental materials, summer school and other opportunities for students on the high school level to accelerate their ability to recover credits to have access to board curriculums.  Riverdale Joint Unified School District has developed actions to provide greater access to a broad course of study for high school students who were identified as being in need for the 2021-2022 school year.||2021-06-23||2021                
10755980000000|Caruthers Unified|7|A random sample of secondary students was collected and assessed for access to A-G core classes, honors or advanced placement classes, CTE/ROP classes, and electives.  Elementary school schedule was examined for weekly instructional plans.|It was found that no significant gaps exist between the access low-come students have to the above classes and access by the overall student population.  There were some differences in access for English Learners generally due to the classes those students might be taking to continue to develop English language skills.  Similar results were noted, especially for elective, for students with exceptional needs, whose access might be limited due to other academic support classes.|Caruthers High is limited in the amount of elective and CTE offerings due to the relatively small student population.  It is not always possible to offer more elective classes when the number of possible enrollees does not support the expense of a credentialed teacher.|As part of its LCAP, the District is offering opportunities for acceleration and enrichment in summer and afterschool programs.  This, coupled with increased academic supports for students, should provide increased opportunities for students to access an even broader range of courses.||2021-06-21||2021                
10767780000000|Washington Unified|7|Washington Unified School District school will use master schedules and curriculum guides to track the extent to which students have access to and are enrolled in a broad course of study.  At the secondary level, counselors will meet individually with students and their families to discuss educational options for courses, content, curriculum, and supplemental enrichment and support.  Course selection and completion will be collected in our Aeries Student Information System.  WUSD will also use the LCAP survey to measure parent and staff satisfaction access to a broad course of study for all students.|100% of students in grades 9-12 at WUHS are enrolled in and have access to a broad course of study as measured by master schedules.  Students in grades 6-8 at AUMS and WFMS have access to a broad course of study with the exception of World Languages.|At this time, offering World Languages at the Middle School level would require hiring an appropriately credentialed teacher.  The district is open to exploring this option.|Washington Unified School District will continue to provide for full access to a broad course of study for all students.||2021-06-23||2021                
10767781030774|W.E.B. DuBois Public Charter|7|The LEA is using online platforms such as Edenunity to offer courses such as Spanish, Algebra II and other College Prep courses to prepare students for post-secondary. The charter provides services to all students to ensure the academic progress is tracked towards graduation. Ultimately, at least three types of goals are created in the areas of Academic, Career, Social/Emotional, and Post-Secondary for each student annually.   Measurable performance outcomes include increasing the number of students graduating on time, decreasing our school’s suspension rate, reducing truancy, and increasing student engagement in Math and English.|All students are provided opportunities to meet with their guidance counselors for individual learning plans, teachers for student/teacher parent conferences and beginning and end of year surveys.  During all meetings, credit evaluations, goal setting and career explorations are conducted to ensure student interest and A-G requirements are aligned with course choices.|N/A|The LEA has implemented multiple methods of instruction delivery such as in-person and independent studies to reduce loss of instruction and increase school attendance.  We have also all UC requirements and expanded out CTE offerings to expanded course offering. With multiple modalities, the students are provided one-on-one interventions and feedback regarding progress more rapidly.  The LEA also has successfully provided extended learning hours, on site tutors, afterschool program enrichment and transportation for all students to reduce any barriers. The LEA also provided internet ready tablets and Hotspots to all students and making priority to our SPED/504, Homeless and Foster, EL Learners and at-risk.||2021-08-09||2021                
11101160000000|Glenn County Office of Education|7|1.	The program only serves students with disabilities on IEPs. The majority of these students are on a certificate of completion graduation track and are not working towards earning a diploma. For the students who are working towards a diploma, the program specialist administrator and the school counselor at the school site hosting the program work closely to ensure that these students have access to a broad course of study.|2.	All students have access to the same broad course of study as the other students at the school they attend. The IEP team meets at least annually to determine the extent to which a student can attend and benefit from classes. At Mill St. Elementary, Plaza Elementary, Capay 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, which hosts 2 of the programs, students have access to the broad course of study and their participation in classes is based on their individual needs as determined in their IEP.|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.||2021-06-15||2021                
11101160124909|Walden Academy|7|California Education Code requires a broad course of study for grades 1-6 in English, mathematics, social science, science, visual and performing arts health and physical education.  in grades 7 & 8 career technical education is added.  The locally selected tools used by Walden Academy to determine if all students are enrolled in a broad course of study are class schedules, report cards and Individual Education Plans.|The locally selected measures demonstrate all Walden Academy TK-8 students have access to a broad course of study.  In addition to Education Code requirement, we offer an elective wheel that changes three times yearly for students in grades 3-8 to experience a variety of educational and enriching activities.  This current school year will bring elective opportunities to all TK-8 students.|All Walden Academy students have access to a broad course of study as shown in prompts 1 and 2.  At this time, the only barriers to offering an more enriching course of study is the inability to find a credentialed instructor to teach musical instruments, but they do receive instruction in music and the visual and performing arts.|To support staff and students in accessing the curriculum included in a broad course of study, Walden Academy has provided and continues to provide professional development and support to classroom teachers.  In addition, all teachers and support staff are being trained in Universal Designs for Learning.||2021-09-27||2021                
11101160130724|Success One!|7|The curriculum and programs utilized in Success One! Charter School are specifically directed toward the needs of the population Success One! serves. Success One! Charter school evaluates current curriculum offerings on an ongoing basis to ensure its relevance to the current times and state requirements. Locally selected measures or tools that we are 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 are initial student diagnostic assessments of skills in Reading and Mathematics, followed by mid year and end of the year assessments to evaluate students' academic growth; credit evaluation conducted by the school counselor and assigned teachers; tracking of student progress and credit completion based on their individualized educational path.|The locally selected measures by Success One! Charter School demonstrate that all of our students have access to a broad course of study. In addition, Success One! Charter includes a variety of curricula tools to guide students learning while our curriculum is based on Common Core State Standards and tailored to address the skills that many of our adult learners need, we provide a learning environment where students are exposed to different types of learning and teaching within the independent study model. Teachers at Success One! effectively collaborate in ongoing discussions on how to better differentiate for our learner and their need off and on campus. We ensure our curriculum is challenging and vigorous by at hearing to end incorporating a Common Core State Standard across all core classes. In addition to a broad course of study, Success One! Charter School offers an ELD program to that utilizes and extensive set of standards and competencies to guide curriculum and instruction, a variety of CTE pathways and courses, and work closely with the special education team to help students working under Individualized Educational Plans. Success One! Charter School offers additional support to students who are below the grade benchmarks by providing tutors, bilingual aides, special education teachers as well as supplemental curriculum and academic counseling.|All students at Success One! Charter school have access to a broad course of study as mentioned in section one and two. Furthermore, there are no barriers in place that would prevent our students from accessing the appropriate coursework, curriculum, materials, additional support and resources.|Success One! Charter teachers and administration assess and evaluate curriculum on ongoing basis to tailor education programs and curriculum to meet each student needs. All staff at Success One! Charter has access to extensive professional development opportunities and support. Success One! Charter designs and annual professional development program that contributes to meaningful learning that can be put into practice. We will continue to provide extra support to our ELL population by utilizing our ELD curriculum and resources. We will continue to provide tutoring, services, bilingual aides and supplemental curriculum aligned to the Common Core State Standards.||2021-06-10||2021                
11101161130103|William Finch|7|We hold meetings with families twice a month to discuss students' progress in their individualized independent study plans. Members of the Leadership and Special Education team meet every week to discuss successes, concerns, and supports. The entire staff meets twice a month to also discuss student successes, concerns, and supports. All progress, discussion, and support  is documented in shared google documents that are accessible to all relevant stakeholders.|Our charter meets one on one with families at least twice a month. At the first meeting, families are informed of the different course offerings and pathways that we provide. Families may choose traditional independent study and work from home. Families may also access weekly onsite and online classes. Daily tutoring, internet and device access is also available in the computer lab. Additionally, our charter offers online coursework through Odysseyware.|A barrier we have identified is access to onsite intervention services and designated ELD instruction. Parents also need more support in accessing intervention materials for at home implementation.|In response to identified barriers, the following actions have been implemented. -The school will host a Pioneer Parent University event in the fall and in the spring in order to provide relevant training that supports parents as independent study teachers.  -The school has hired and is training an independent study/special education teacher who can provide designated ELD services and intervention services both onsite and online.||2021-09-29||2021                
11625540000000|Capay Joint Union Elementary|7|Because Capay's enrollment is 202 students, all students are enrolled and have continuous access to a broad course of study as tracked by database.|Because Capay's enrollment is 202 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 202 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 202 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.||2021-06-07||2021                
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. 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.|Prior to 2018-19, we were able to hire a PE teacher who provided PE for grades K-6. Unable to financially sustain the PE position into the current year, the district purchased a K-8 PE curriculum that has been implemented school-wide.|The District continues to struggle with providing music (band and/or choir) to students. Retaining a part-time or interim teacher (typically shared across three districts) has been a challenge. Added to the challenge, it appears the number of music teachers has decreased among local teacher preparation programs.|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.||2021-05-27||2021                
11625960139550|Lake View Charter|7|School tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition which is verified by staff using the student information system.    Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  Students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.  Curriculum choices are tracked on an online database to ensure all students have access to state approved grade level curriculum adopted by the school board.   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 agreement, IGPs, master schedule, student course schedule (semester), report cards/transcripts, online curriculum database, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.  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.|We do not have barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts, and world language.|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).||2021-05-26||2021                
11626380000000|Plaza Elementary|7|Plaza School District s a small, rural K-8 district with 192 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 and parent surveys, 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.|Due to the small size of one class per grade and limited funding and space, a broader course of study is not feasible.  Another barrier is access to a certificated music or art teacher.|The District will continue to maintain a broad course of study.||2021-06-17||2021                
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. We are always looking to improve the programs.|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.||2021-06-29||2021                
11626530000000|Stony Creek Joint Unified|7|Grades K-12: All students have access to a broad course of study as adopted by the master school district schedule. High school curriculum is A-G approved and the Elk Creek High School is WASC accredited.|Grades K-12: All students have access to and are enrolled in a broad course of study. All students have the same access to instructional materials and curriculum as well as access to teachers and supporting staff.  Further, the high school has a career pathway in Agriculture Mechanics/Welding|There are no barriers to making sure students are provided to a broad course of study.The|The LEA continues to update curriculum for students. In grades K-8 new visual/ performing arts program has been adopted. At grades 9-12 drivers education has been implemented for all students as well as opportunity for students to earn their food handlers permit by graduation.|The school district is almost completed its modernizing the curriculum to bring all subject matter to Common Core Standards. The LEA is sending teachers and supporting staff to trainings to improve instruction in writing, reading and math instruction that focuses on small groups.   The LEA is also looking at expanding curriculum through the use of technology to include 3 dimensional printers, animation classes starting in the middle school ages up through high school. We are also looking to expand job opportunities for high school students through the YES program.|2021-10-13||2021                
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 as no results are available from last year (due to the pandemic). 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 26 students: 66 CTE Completers in 19-20 as compared to 40 CTE Completers in 18-19 according to CALPADS reports.|Some of the barriers preventing sites and students from having full access to a variety of courses and a broader 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.||2021-06-17||2021                
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 classes 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 classes or programs are feasible additions to the existing course of study. Existing options include traditional, online, alternative, and advanced courses or programs.||2021-06-25||2021                
11765620000000|Hamilton Unified|7|HUSD will use the following tools to measure student access to a board course of study: Local Student Information System (Aeries) School Accountability Report Cards (SARC) College/Career Indicator Reports & Data for HUSD Master Schedules UCOP A-G Course Lists|TK/K-5 Students have access to: Board approved instructional materials (SARC) Music instruction (Master Schedule) PE (Master Schedule) Social Emotional Learning (Master Schedule) Dual Immersion pathway Students have access to the California state standards and approved curriculum. Additionally students have access to music, and social emotional learning through weekly Class Meetings. HUSD has implemented a Spanish Dual Immersion Program for the last four years. 6-12 Students have access to: CTE Pathways (Master Schedule) A-G Courses, Dual Enrollment Courses (Master Schedule), Middle School Electives (Master Schedule).|HUSD offers a broad course of study to all TK/K-12 students within the District. However there exist barriers to expanding that access. Although some barriers are structural, because of our small rural district, we can leverage good teaching practices to increase opportunities for students. Outdated infrastructure and limited specialized facilities Small rural district, lacking economies of scale Scheduling challenges Limited access to CTE teachers 1st generation college-bound students Low socioeconomic status|HUSD will continue to expand access to all students by improving instructional practices. Universal Design for Learning (UDL) for all teachers, beginning Fall 2021. Through Accommodations Trainings and partnership with GCOE. Utilize Performance Based/Standards Based assessment measures. Use an Multi Tiered Support System (MTSS) Continue PLC model. Expand our coaching capable staff through New Teacher Center (NTE) and TCOE. More explicit CTE/academic counseling services. Continue elective offerings including CTE pathways and dual enrollment.||2021-06-23||2021                
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 four 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 and Construction Trades are engaging CTE programs that offer our students career readiness training. We are investigating what CTE opportunities are available to our Garberville students.||2021-06-09||2021                
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.||2021-06-08||2021                
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 courses.  Students are able to select from 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.  The first area of challenge is internet access and the second challenge is  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 our geographical challenges and the difficulties that may be created for our more rural students.  Because of this, we have worked diligently to overcome any barriers that our students and their families may face.  Hot spots have been given out to any student in need, this allows students to access all of our online course platforms. Chromebooks and internet access for all students has been a significant area of focus, specifically during the pandemic.  Equally important, Northern United - Humboldt Charter School has invested in vans in order to better accommodate our rural students and possible transportation issues.  Another manner in which we address transportation issues is by providing bus tickets to students in need.  We also provide gasoline for families who may choose to enroll in local college courses or have difficulty attending learning center courses or meeting with their teachers due to transportation hardships.  In making these decisions, we have allowed all of our students equal access to a broad course of study.||2021-06-18||2021                
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 a TK - 8 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 LCAP previously 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.|Additionally, all students are provided the adopted curriculum and a broad course of study including math, English language arts, social studies, science and physical education.  Students in TK through 5th grade are in self-contained classrooms that are heterogeneous and receive art and music.  Students who are in 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 11 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 and no changes have been identified as being needed at this time.|The LEA does not have any barriers in providing access to a broad course of study for all students and no changes have been identified as being needed at this time.||2021-06-17||2021                
12626790109975|Fuente Nueva Charter|7|All students in grades TK-5 are enrolled in a broad course of studies. Students learn in self-contained classrooms and the curriculum includes regular instruction in the seven areas identifies as a broad course of study. The seven academic areas include: English, math, social studies, science, arts education, health and physical education. Students access a broad course of study both during the tradition school day and during the Extended Day program.|All students in grades TK-5 are enrolled in a broad course of studies. Students learn in self-contained classrooms and the curriculum includes regular instruction in the seven areas identifies as a broad course of study. The seven academic areas include: English, math, social studies, science, arts education, health and physical education. Students access a broad course of study both during the tradition school day and during the Extended Day program.|All students in grades TK-5 are enrolled in a broad course of studies. Students learn in self-contained classrooms and the curriculum includes regular instruction in the seven areas identifies as a broad course of study. The seven academic areas include: English, math, social studies, science, arts education, health and physical education. Students access a broad course of study both during the tradition school day and during the Extended Day program.|All students in grades TK-5 are enrolled in a broad course of studies. Students learn in self-contained classrooms and the curriculum includes regular instruction in the seven areas identifies as a broad course of study. The seven academic areas include: English, math, social studies, science, arts education, health and physical education. Students access a broad course of study both during the tradition school day and during the Extended Day program.||2021-06-16||2021                
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 for all student groups. 100% of classes have drama, art, music and Spanish per the program schedule. Occasionally, 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 and those receiving intervention or other services, are not pulled during special programs.|See #1|See #1|See #1||2021-05-19||2021                
12626790137653|Redwood Coast Montessori|7|On-going oversight and review through WASC accreditation process. Interim assessments provided by CAASPP. Internal review and assessment process including administration and teaching staff.|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. RCM is also working on improving and implementing our 3-tiered model for addressing various learner needs. This model will help address the needs of struggling learners at different levels, including those students who are currently in the SST process or have IEP or 504 plans.   We want to shift from a reactive approach to meeting the needs by having faculty use professional development to shape/ modify the curriculum before the student encounter the work rather than modifying it afterwards.||2021-10-13||2021                
12626870000000|Northern Humboldt Union High|7|1. 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 Differentiated Assistance plan which spans into 2021-22, 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.|2. 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 C 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.|3. 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. With in addition of the Expanded Learning Opportunities dollars, the district will be providing more class offerings during zero and seventh period, which is outside the regular school day. This will improve access to a variety of courses.|4. Two items in the 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.||2021-06-15||2021                
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 to find 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 also have the options to 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 1 refers to UDL.  This is a strategy to give all students, including with disabilities, diverse opportunities and supports to be successful in college preparatory courses.  Additionally the use of study skills, Title 1 Aides, and CalSOAP Tutors provide additional assistance 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. Through 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.||2021-06-15||2021                
12626870124263|Laurel Tree Charter|7|LCAP Goal 4: Providing a Rich and Rigorous Curriculum Outcomes: •	Implement Common Core Report Card kindergarten through fourth grade. •	Integrate Common Core standards within project based learning. •	Purchase state standard aligned instructional materials. •	Reduce suspension and expulsion rates through Restorative Practices and Mindfulness. Action 1 - Continue to implement Forest Kindergarten Program with Common Core aligned assessments used to plan instruction and intervention. Expand our Forest Kindergarten Program to two classes and integrate it into first grade. Get certification for ten members of our team in Forest School Practices. Create “interdisciplinary teaching teams” around PK-1, 2-4, 5-8, 9-12 that work on ways to include STEAM in our outdoor learning. Action 2 - Continue to use our Staff Retreat week in June to develop and refine rich and rigorous curriculum units using Common Core standards around project-based learning. High School teachers continue to develop A-G elective and science classes. This year, each of our ten Forest Practitioners will create a six-week unit that incorporates STEAM into outdoor/project based learning. Action 3 - Continue to purchase materials and supplies that support Common Core in our classrooms, to ensure that we have sufficient state standards-aligned instructional materials, and experiences that support real learning through travel and theater.|Continued from above - Action 4 - Combine Forest School, Permaculture and Common Core objectives for each group and subject with a framework of skills and assessments. Check for racial equity, accessibility and inclusion in all levels of the curriculum. Action 5 - Create a consistent list of assessments that we use at each level. Decide how many times a year the data will be collected and what it will be used for. Action 6 - Designate an assessment coordinator. All our students have access to and enrollment in a broad course of study and it is tracked through our LCAP goals.|The pandemic.|WASC Areas of Strength 1.	Regular meeting and collaboration to discuss student progress and placement. We have a team approach to school improvement, and we are able to respond quickly to student needs. 2.	We are able to respond quickly to any concerns regarding social/emotional or academic needs. Placement can be adjusted as needed to respond to student progress. 3.	Parent-teacher communication occurs on a regular basis. 4.	We have excellent involvement in assessing and monitoring student progress by teachers and support staff. Teachers design and implement assessments that inform progress. 5.	We are able to maintain small group class sizes so that teachers know their students well and can respond to individual/whole group needs. Curriculum can be easily and rapidly adjusted to respond to student progress. 6.	Our most successful assessment period was achieved by the designation of a testing coordinator and support staff provided to administer assessments.  Development of this plan is included in areas of growth as well. 1.	Documentation of assessment- student and curriculum outcomes. 2.	School-wide plan for student progress and K-12 curriculum monitoring plan needs to be developed and written. 3.	Assessment plan/Portfolio system for secondary students. 4.	Organization of student progress work samples/assessment data. 5.	Designation for assessment coordinator and allocation of support staff to administer assessment.||2021-06-29||2021                
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 at TK – 8th grade district, single school serves students in two self-contained classrooms. One classroom is TK- 3rd grade; one classroom is 4th to 8th grades.  Students with exceptional needs receive services based on Individual Education Programs, which include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable. Unduplicated student groups are given the same access to students in the non-unduplicated group.|All students are provided the adopted curriculum and a broad course of study including math, English language arts, world language and culture, social studies, science and physical education.  Due to the pandemic, Big Lagoon did not bring in guest teachers for subjects such as art or music but plans to revive those opportunities in the 2021-2022 school year.|Due to the pandemic, Big Lagoon did not bring in guest teachers for subjects such as art or music but plans to revive those opportunities in the 2021-2022 school year.|Big Lagoon staff will review history/social studies and science curriculum and instructional materials for possible adoption to strengthen the implementation of state standards in these areas.||2021-06-22||2021                
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.|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 	* Activity was via Zoom or suspended for the 2020-2021 school year due to the pandemic.|COVID and Distance Learning created challenges to accessing a broad course of study. However, our team was creative and found ways to ensure access despite COVID limitations. 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, funding, and the pandemic.|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. Each year, we use our data analysis to determine new actions.  We have determined we would like to offer more art. We have created a new action for an Art Club as well as integrating more music and the arts into the classrooms.||2021-06-23||2021                
12627290000000|Bridgeville Elementary|7|Programs and actions which will increase or improve services for unduplicated students, which were identified as of greatest benefit to support the needs of these students by stakeholders and which will be delivered school-wide include: 1. Certificated staff to keep class sizes low and grade spans per teacher as small as possible to ensure more individualized learning practices (differentiated instruction, tutoring, etc.) are provided to support unduplicated pupils. 2. Providing counseling services to address the social/emotional needs of students 3. Providing all students in need with nutritious meals 4. Providing unduplicated pupils with increased support to better their home learning environment. Including but not limited to purchasing computers for student checkout for home use, materials and supplies needed to be successful in the home environment (textbooks, calculators, binders, paper, pens, pencils, highlighters, literature books, books on tape, etc.) 5. Planning and promoting events highlighting student successes including attendance, behavior and academic rewards and special recognition lunches. 6. Providing professional development support for teachers who work with students in poverty, foster youth, homeless youth, and students who have experienced trauma or neglect. 7. Offering a music program to increase access to VPA for students from low-income families These actions have been selected as having the greatest potential for improving student outcomes in a small|100% of classrooms implemented CCSS aligned instruction and all teachers have participated in CCSS training and/or lesson development activities. All students (100%) including unduplicated pupils have access and are enrolled in all required areas of study.|Due to the large rural geographic location of the district, family involvement at school has historically been limited. COVID restrictions further isolated many. Furthermore, technology based learning may be a challenge due to the lack of connectivity for families.|Provide high- quality services and supports for students with disabilities including initial assessments and to meet all requirements for IEPs and offers of FAPE.  Purchase sufficient materials to supplement the math curriculum for all students and continue Nat. Geo. ELA purchases to complete curriculum materials for all grades and students, including unduplicated pupils, to ensure access to high quality and modern instructional materials aligned to CCSS.||2021-06-29||2021                
12627370000000|Cuddeback Union Elementary|7|The Cuddeback UESD utilizes class rosters and teacher class schedules to track all students, including unduplicated students and students with exceptional needs, to assure that each student has access opportunity  to enroll in a broad course of study.|The single-school district provides access for all students, in all student groups, including unduplicated students, students with disabilities, and students of migratory families in all grades to a broad course of study at Cuddeback School, as verified by class rosters and teacher class schedules. The course of study referenced are incorporated and accessed at grade and age-appropriate levels in accordance with state standards on a regular basis.|While all students are granted access and enrollment in all course grade and age appropriate at the LEA, the school acknowledges that the depth of study and course offerings in the visual and performing arts may be more limited in scope than as compared to other content areas. A large barrier to an in-depth VAPA program is the lack of qualified teachers for that curriculum.|The District will increase the quality of performing arts in the upcoming year. Cuddeback UESD is collaborating with other local small districts to employ a music teacher to address a much desired need for a music program at our school.||2021-06-23||2021                
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. No differences were identified across school sites and student groups in access to, and enrollment in, a broad course of study.|For the 2020-2021 year, providing all Cutten District students in grades TK – 6 full access to a broad course of study was a challenge. Until mid-October, all students were attending school virtually.  At this point about 70% of our students returned to on-campus learning with a hybrid schedule. Students attended on a shortened day, four days per week. About 30% of our students attended virtually for the entire school year.  Teachers were resourceful in finding creative ways to ensure students had access to the seven areas of study defined by California Education Code 51210 and 51220(a)-(i):  English, mathematics, social science, science, visual and performing arts, health, and physical education. Music instruction occurred weekly, taught virtually by the district’s full time credentialed music teacher.|Looking forward, the District will offer access and enrollment in the seven areas identified as a broad course of studies for all students in all grades. Every student will receive weekly instruction in music, and beginning in third grade, music electives including band, choir, and orchestra will be offered to all interested students. Some will be offered before and after the school day. Visual and performing arts, physical fitness, and academic clubs will also be 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.||2021-06-14||2021                
12627940000000|Fieldbrook Elementary|7|As a small single school district, most programs are school wide. Attendance records and sing-up sheets are utilized to track participation and access to programs for all student groups on campus.|The district employs a music teacher who works with all students. They provide additional elective classes accessible to students in grades 2 and up that include strings, chorus, and music technologies. All subjects are taught to all grades in our district with inclusion for all students as a top priority. This ensures that no topics are missed by any student receiving services separate from their grade level peers. Extra-curricular activities such as sports are offered to all students. Cross country and track are available to all students K-8 and basketball is offered to all students in grades 5-8.|There is no barrier preventing students from accessing a broad course of study.|The District will continue to provide a music teacher for all students and fund professional development opportunities for staff to effectively teach all curriculum required by the state.||2021-10-11||2021                
12628100000000|Fortuna Union High|7|Each year we compile a-g completion rate for all groups of identified students.  All students have access to AP and honors coursework.  Each year the number of students completing CTE pathways are aggregated to show all demographics of each pathway completed.  AR has Tier classes and course supports to remediate targeted math needs.  Academic advisors track all student progress.|As identified in question 1.  The District does not have any restrictions on sites for students to access.  We will continue to use a-g completion rates and CTE pathway completers.  East high students have access to CTE and elective courses on the Fortuna High campus.|LEA has been addressing the access to technology by improving infrastructure and providing one to one devices for all students.  Because of the rural nature of the District, home internet service is a barrier that prevents students form accessing work from home.  At AR, school size and small staff limit our ability to provide certain remedial math for all possible incoming ninth graders.  Staff limitations require school to depend on other language offerings from CR for language requirements.|All coursework is available via Google classroom.  District has provided one to one devices for all students.  The District has purchased a limited number of hot spots for student use to access information from home.  Fortuna High School has implemented a schedule with enrichment periods in place for students to explore elective courses beyond what is a normal high school schedule of classes.  Understanding the impact of learning loss for seventh and eighth graders, AR adjusted incoming math score requirements to admit a wider range of students.  AR is exploring implementation of high school only language course offerings that could share the financial burden with CR and local interest groups.||2021-10-13||2021                
12628280000000|Freshwater Elementary|7|All students at Freshwater School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time.  IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, and visual and performing arts.|100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students including LI, ELs and students with special needs also have access to a broad course of study.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  There has never been any identified group who have not been offered the full range of courses appropriate for their grade.|The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time thus preventing ELs and students with IEPs from being removed from their classrooms during core instructional times. The district has provided funds to provide visual and performing arts and PE instruction to all grades 1-6.|The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.||2021-06-14||2021                
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 have not been offered the full range of courses appropriate for their grade.|The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time thus preventing ELs and students with IEPs from being removed from their classrooms during core instructional times. The district has provided funds to provide visual and performing arts and PE instruction to all grades 1-6.|The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.||2021-06-14||2021                
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||2021-10-20||2021                
12628510000000|Green Point Elementary|7|The locally selected measures include report cards, parent surveys, IEP, and 504 meetings|Parent Survey results: 20% strongly agree, 20% agree, 20% neutral, 40% disagree. Staff Survey results: 100% agree that all students have access to, and are enrolled in, a broad course of study. The 2020-2021 school year made it challenging for all students to have access to a broad course of study due to COVID and the distant learning format.|Parent and Staff surveys were the tool used to identify barriers. Barriers included the distant learning model, lack of internet and student access to a computer, lack of work on these areas, a wider variety of instructional materials.|The school increased in-person learning from three days a week to four days a week. The school plans on five days of in person instruction for the 2021-2022 school year. The school has provided hotspots and internet access to families with limited internet access. The school provided students with Chromebooks to use at home. The school purchased new ELA curriculum and is in the process of ordering new Social Studies curriculum.||2021-06-03||2021                
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 in the 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.||2021-06-15||2021                
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.||2021-06-07||2021                
12629010000000|Klamath-Trinity Joint Unified|7|School site schedules and the Student Information System were used to track the metrics for the broad course of study.|A broad course of study that includes all of the subject areas described in Section 51210 and 51220(a) to (i), as applicable is offered to all students, including unduplicated students and students with exceptional needs with the following deficiencies: GRADES 1-6 Visual and Performing Arts-TVES and WES Health Education- WES, JNES, OES Physical Education- WES Other studies- WES, JNES, OES  GRADES 7-12 World Language- TVES Visual and Performing Arts- TVES Applied Arts (consumer ed, industrial arts, business, agriculture)- All schools|One of the barriers to fully offering a broad course of study for all students are staffing and credentialing requirements.|Our district has continued to post teaching vacancies on multiple platforms.||2021-06-30||2021                
12629190000000|Kneeland Elementary|7|The LEA has ensured adequate textbooks and instructional materials for all students with support resources and supplemental materials available for students with IEPs, unduplicated student groups, and all grade spans.  The LEA currently has no English Learners.  The LEA participates in annual professional development to ensure that staff is current on common core standards in all areas of study.  State testing scores along with curriculum embedded assessments and resource supplemental assessments are performed to determine student successes for all students.|The LEA has adopted a new ELA and Science curriculum that was implemented in 2021.  The state testing and curriculum embedded assessments will help to determine the successes of students in these areas of study.  The LEA performs informal assessments weekly to address weak areas that may need further supplementation including additional supports for unduplicated groups, students with exceptional needs, and all grade spans.|For the last five years, students have shown low performance scores on math.  A supplemental program for math was added to the curriculum two years ago.  Due to COVID 19, state testing was not performed that year, and results from the 2020-2021 school year have not become available.  Through the results of curriculum embedded assessments and supplemental evaluations, the increase in student successes has been notable.  Further assessments in all courses for all students will provide valuable feedback for the 2021-2022 school year and beyond.|The LEA has implemented supplementary programs in ELA, math, science, and history in order to provide all students access to a broad spectrum of study.  As the LEA returns to a more normal routine, activities to supplement curriculum will be added as opportunities develop that will provide additional, real-life experiences whenever possible.  Through activity-based learning, the LEA will utilize assessment tools to measure the success of providing access to the broad spectrum of curriculum utilizing a multitude of venues and methods in order to support students with unique learning needs, unduplicated student groups, and students with exceptional needs.  The current CDC guidelines limit the activities available currently, but staff and administration is implementing monthly activities that are permissible.||2021-10-04||2021                
12629270000000|Loleta Union Elementary|7|We are a single school district with 108 students. Any strategy we use for a group will extend to all students. We work to meet the needs of our special needs and un duplicted. We are at present 30% special needs.  All students participate in a broad course of study as it is offered to all because all teachers participate in the broad course of study that we have established at Loleta Elementary School. We have single grade classrooms except for two remaining combinations. We have hired more staff to push into these classes to provide intensive tutoring and support for our unduplicated and special needs. There are no qualifying reasons to be able to exclude a student; unduplicated students are encouraged and supported to participate in all aspects of the program at the school sports and any special programs. We have board policy making sure that behavior does not exclude students from being able to participate in sports or other activities and practice restorative justice so no one is excluded from the classroom or work access,|All students are in single grade classes except for two groups but we have increased the ratio of teachers in those two groups to be able to give more adult presents and higher level tutoring so that all students can have access to the curriculum that is being taught to them. Our unduplicated and special needs students have a support staff that involves a resource teacher and involves a student support team there’s three counselor who people who work to help with behavior as well as a full-time counselor And a three day a week behaviorist who works with students who have special needs. We have high standard curriculum and dedicated teachers working to support the students and get them access.|The only thing that pretty sense a lot of students from progressing is their trauma that they’ve lived at home or have lived in the past and we have a large staff to help them progress forward from that trauma. We have alleviated food insecurity by providing free breakfast and free lunch and free snacks to all students. And we have an afterschool program that works on supporting our students out before they go home giving them a snack as well as helping them with their homework. There is not a lot of support at home for a lot of these students and we would really like to begin getting more tutoring at home to continue the academic day and help the students catch up. We have supplied each student with their own Chromebook and access to the Internet and we are hoping to develop at home tutoring programs online. We also  provide basic supplies and clothing if needed.|All students are being given access to a high-level curriculum through Fountis and Pennell RTI work; new core based math curriculum and next gen science. We are teaching Native American curriculum and addressing historical misrepresentations. We are working to incorporate cultural practices from all our diverse groups and getting the community involved. We are currently looking at getting Foss science next generation science equipment and curriculum for teachers to teach high-level science to our students. Currently we have a number of innovative teachers who put who use project-based learning in their classrooms helping us move into that that direction of critical thinking.||2021-09-09||2021                
12629350000000|Maple Creek Elementary|7|LCAP Goal 2, Metric 5: Dashboard Indicators surveys and summaries; Quarterly Williams reports, annual review of instructional materials including recommendations and adoption of materials, SARC report, Instructional Materials Sufficiency annual public hearing. Ratio of devices to student. Budget for the purchase of classroom library books. Report cards are aligned with state adopted standards reflecting each student's access and progress in a broad course of study.|All students have access to a broad course of study to include high quality, common core aligned materials for all subjects and supplies. There is one device per student. Students are able to borrow devices. A Wifi booster is mounted outside of the school building so that students have access to the Internet before and after school hours. Money is budgeted for purchasing books for the classroom library with priority going towards foster youth, homeless youth, IEP students, diversity, and student needs and interests. Enrichment courses vary due to the challenge of recruiting part time staff to our rural location. For example, in person foreign language may be offered one year and online instruction offered another year.|The greatest challenge for the LEA is the rural location. 100% of teachers are fully credentialed to teach multiple subjects. Specific enrichment opportunities such as music and foreign language are sometimes limited to online instruction.|The LEA will continue to provide a broad course of study for all students and will continue to provide additional enrichment activities online if in person instructors are unable to be recruited.||2021-06-09||2021                
12629500000000|McKinleyville Union Elementary|7|MUSD offers he core content areas (ELA, math, science, social science and PE) and offers art, music and Spanish at all grade levels. TK-5th students are able to enroll in either a Science, Technology, Engineering and Math (STEAM) focused or Spanish Immersion program. We chart enrollment data in all of these programs and compare from year to year. Some students requiring specific interventions, participate in those specifically designed internventions (reading, Speech, Special Education, English Language Development) in place of participation in all of the offered supplemental programs. We reiew this data with a lens on "all students" as well as ia the lens of unduplicated students groups..|100% of our electives align with stated goals and recieve appropriate PD supports. 100% of elective teachers participate in PD aligned with stated goals. During the 2019/20 school year, MUSD hosted 1 Public Art Exhibit 1 Plant sale 3 school gardens 5 music performances  In 2019/20 78% of McKinleyville Middle School students were enrolled in one or more elective courses. 2020/2021 TK-5 STEAM enrollment: 463 2020/2021 TK-5 Spanish Immersion Enrollment: 146 2019/20 data indicates that 94% of MUSD participated in a broad course of study that included ELA, math, His/Soc Science, Science and PE. 100% of students  including low income, EL, foster youth and students with disabilities have access to a broad course of study including ELA, math, His/Soc.Science, Health and PE unles specifically stated oherwise in a students IEP.|Time, time and time. Although we hae credentialed teachers in every subject matter, some students who require specifically designed specialized supports and interventions may not be able to access the full continuum of non-core elective offerings due to the conflict within their schedule.|MUSD offers supplemental supports within our afterschool program. Students who are unable, due to scheduling conflicts to access elective courses during the instructional day are encouraged to participate in our rich afer shool program.||2021-10-06||2021                
12629680000000|Orick Elementary|7|All students at Orick School have access to a broad course of study as evidenced by: review of teacher lesson plans and inventory of state standards-based materials. 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 and students with exceptional needs also have access to a broad course of study. Due a significant number of SED students at Orick School school-wide programs were designed to ensure 100% of students were included in offerings in every subject area. Since the inception of LCFF, the district has ensured all students have access to a broad course of study. There are no identified groups due to the small student population at Orick School.|The district has overcome any possible financial barriers by providing funds to support foreign language experience and visual and performing arts instruction for all grades TK-8.|The district will continue to monitor classroom instruction, student report cards, and IEPs to maintain 100% access to a broad course of study.|There are no English Learners at Orick School, nor have any ELs enrolled in the past 8 years, therefore, items pertaining to ELD are NA.|2021-09-09||2021                
12629760000000|Pacific Union Elementary|7|PUSD is using enrollment and attendance data 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 are served.|All staff make it a priority to create a schedule which allows EL students, students with exceptional needs, low income, homeless and foster youth to participate in extracurricular and academic activities fully.|Students who require extra support in order to participate and/or access the curriculum receive it from the special education programs and/or our support services team (i.e. intervention teacher, ELD aide, behaviorist, counselor, school psychologist, social worker).|PUSD will continue to fine tune our scheduling and support practices to ensure that all students receive the support they need to continue accessing both the core academic curriculum and extra curricular activities such as music, art, and gardening.||2021-06-17||2021                
12629760115154|Trillium Charter|7|Trillium Charter School provides all students, including those with exceptional needs, with 100% of the materials, supplies, curriculum, and technology needed for full participation in all of our program offerings through in-person attendance and independent study. This is measured through attendance-participation tracking, purchasing records, and student assessments.|100% of Trillium students have access to a broad course of study in class and online, including special education services.|Our main obstacle to providing all students with equal access to a broad course of study is chronic absences. Distance Learning during the 20-21 school year was an unexpected solution to this issue and the latest independent study format is not well-suited to address this need in the same manner. Our team is working to increase use of independent study when students are home due to illness, quarantine, or while traveling, but unplanned absences are an ongoing concern.|We have resources for unplanned independent study, including contracts, posted on our Google classrooms, our school website, and as paper packets in the front of our school.||2021-10-15||2021                
12629840000000|Peninsula Union|7|All of our student groups have access to a broad course of study. We implement supports and interventions universally since over 90% of our students are unduplicated in order to reduce stigma in accessing supports and services. We prioritize hands on learning opportunities, field trips and STEM education as well as the arts in order to provide all students with a broad course of study, including our students identified within SPED. This is reviewed routinely as part of our student study teams, IEP meetings, and School Site Counsel processes.|We are a single school district, using a full inclusion model of special education, where all students have access to the general education classroom environment and access a broad course of study within each classroom.|Our biggest barrier, which we address through creative supplemental instructional materials, is the lack of an equity based State approved social studies curriculum. We address the statewide curriculum deficit regarding accurate and unbiased social studies curriculum by engaging students in a districtwide social studies equity based program and building critical thinking skills among students so they can recognize bias in curriculum.|We continue to develop our equity programs in order to address and offset the implicit bias embedded in the curriculum options.||2021-09-14||2021                
12630080000000|Rio Dell Elementary|7|In grades TK-5th grade the district completes a standards based report card where the progress on mastery of the standard is addressed. In grades 6th-8th students receive grades based on work completion and mastery of the skill that is aligned to common core standards. The district also offers a Response to Intervention Program to provide tier two supports to students in need as well as a program for gifted and talented students.|The District is a TK-8th grade setting and classes are structured to meet grade level standards. At the middle school level there is an option of an elective course that students can choose from. TK-5th grade students receive classroom music instruction and in the 6th-8th grade classes students can choose to participate in things like band and choir.|The District has been addressing access to technology by improving infrastructure at school as well as updated devices so that the district is a 1:1 device. Staffing and the the fact that the we live in a very rural area we struggle to offer a wide variety as staffing is limited.|At the 6th-8th grade level the majority of the work is provided within Google Classroom. The District has provided 1:1 device for all students, and has also purchased a limited number of "hot spots" so that families can access internet from home. Understanding the learning loss as well as the social emotional struggles of our students the district has hired two additional teachers to reduce class sizes at all grade levels as well as employed a part time school counselor to work with classes as well as students individually.||2021-10-14||2021                
12630240000000|Scotia Union Elementary|7|The school uses the SIS Schoolwise, as well as 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, including visual and performing arts, through our music program,  “push in” resource program, EL support program, 1-5 grade reading intervention program, 6-8 grade math intervention program, and TK-8 grade math and reading intervention opportunities after school.|No barriers prevent the LEA from providing access to a broad course of study for all students due to the school’s music program, 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 include activities such as GATE, ASB, math and language arts support and intervention, various opportunities for lessons and presentations by community groups and individuals, as well as virtual and in person field trips and art, music, science, and cultural experiences.||2021-06-24||2021                
12630320000000|South Bay Union Elementary|7|South Bay School District has used participation rates in Humboldt County History Day and Humboldt County Science Fair as indicators of a broad course of study.  All students - including unduplicated students and students with exceptional needs- in grades 4-8 were expected to complete projects with support and scaffolding provided by our educational experts.|By using History Day and Science Fair participation rates as our local measure for priority 7, scholars in the primary grades were excluded as participation begin at grade 4.|Due to the global pandemic, Humboldt County History Day and Humboldt County Science Fair were canceled.  However, scholars on each campus were still provided with access to board courses of study by limiting pull-out interventions during grade-level instruction.|History Day and Science Fair participation have been removed from the 21-24 LCAP and replaced with monitoring the amount of time that English learners and Students with Exceptional Needs are included in the general education classroom and receiving grade-level instruction.  South Bay School District will focus on Universal Design for Learning as a means to accomplish our goal of all students, regardless of age, race, language, home address, physical limitation, or intellectual capacity, are provided with the most inclusive learning environment.||2021-09-14||2021                
12630320111203|Alder Grove Charter School 2|7|1. 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.|2. 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.|3. Alder Grove Charter School has not identified any barriers to providing a broad course of study.|4. 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.||2021-10-12||2021                
12630320124289|South Bay Charter|7|South Bay School District has used participation rates in Humboldt County History Day and Humboldt County Science Fair as indicators of a broad course of study.  All students - including unduplicated students and students with exceptional needs- in grades 4-8 were expected to complete projects with support and scaffolding provided by our educational experts.|By using History Day and Science Fair participation rates as our local measure for priority 7, scholars in the primary grades were excluded as participation begin at grade 4.|Do to the global pandemic, Humboldt County History Day and Humboldt County Science Fair were canceled.  However, scholars on each campus were still provided with access to board course of study by limiting pull-out interventions during grade-level instruction.|History Day and Science Fair participation have been removed from the 21-24 LCAP and replaced with monitoring the amount of time that English learners and Students with Exceptional Needs are included in the general education classroom and receiving grade-level instruction.  South Bay School District will focus on Universal Design for Learning as a means to accomplish our goal of all students, regardless of age, race, language, home address, physical limitation, or intellectual capacity, are provided with the most inclusive learning environment.||2021-06-23||2021                
12630400000000|Southern Humboldt Joint Unified|7|The student information system enrollment and course listings give evidence of a broad course of study and the students who are enrolled in those courses at the junior high and high school level at all schools; all students are included in this data including unduplicated student groups, and individuals with exceptional needs.  At elementary schools, teachers' daily schedules and lesson plans give evidence of students' access to and enrollment in a broad course of study.|All students in the District have access to and are enrolled in a broad course of study.|Although all required courses are offered as well as many electives, there are more electives we would like to offer and are not yet offering due to staff shortages. We have posted openings to hire teachers in several elective categories that have not been filled to date.|We will continue to offer a broad course of study to all students in the District.||2021-06-29||2021                
12630570000000|Trinidad Union Elementary|7|TUSD is using enrollment and attendance data 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 staff make it a priority to create a schedule which allows EL students, students with exceptional needs, low income, homeless and foster youth to participate in extracurricular and academic activities fully. Students who require extra support in order to participate in the curriculum receive it from the RSP staff to support student learning and participation. TUSD will continue to fine tune our scheduling and support practices to ensure that all students receive the support they need to continue accessing both the core academic curriculum and the extracurricular activities such as music, art, and gardening.|TUSD is a small district. We are able to craft student schedules to allow 100% of our students access to all core subjects, electives, and academic and social emotional supports.|N/A|The District will continue to craft student schedules to allow 100% of our students access to all core subjects, electives, and academic and social emotional supports.||2021-06-10||2021                
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.||2021-06-22||2021                
12753820000000|Mattole Unified|7|The Mattole Unified School District has a variety systems in place to ensure that 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. Student assessments such as Renaissance Star Math and ELA are regularly given to students at the start of the school year (baseline) and at the end of every trimester.  Other assessments are PSAT 10/NMSQT and PSAT 8/9 in addition to the CAASPP Smarter Balanced Assessments.  All students receive instruction in all subject areas throughout the school year.|All students have access to and are enrolled in a broad course of study at all schools and at all grade levels.|There are no barriers that prevent our students from engaging in a broad course of study provided by our teachers at all of our school sites for all students in grades K-12. Even though we are small and may not be able to offer the highest variety of courses to our students, instruction as very personalized and we will work with students and families to create learning programs especially geared to each child's interests.  An example of this is our Mentor Project program for Triple Junction High School.|We will continue to implement programs such as K-12 STEAM where students are highly engaged in 21st century learning.||2021-09-14||2021                
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 2019-20. 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 2019-20.  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 of|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 2020-21 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 seco||2021-06-29||2021                
12755151230150|Pacific View Charter 2.0|7|1. Pacific View Charter 2.0’s primary measuring tool used to track access, enrollment, course study, grade spans, student groups, and exceptional needs is a school information system (or SIS) solution called SchoolWise. SchoolWise was created specifically for California schools. SchoolWise contains Complete CALPADS file extracts and support, Web-based Parent Alert system, staff and family database, cafeteria point of sale, Web-based A-F/standards-based teacher grade book, report cards, attendance tracking, and data tracking reports. Beyond SchoolWise, Pacific View Charter also supplements 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.|2. Pacific View Charter 2.0 has two sites: MARC and HSRC. Currently, both sites utilize SchoolWise, Google Education (G Suite), MMARS, Renaissance Learning, Dataquest through CDE, and CAASPP.org.   Both sites utilize SchoolWise as the school information system (SIS). SchoolWise utilizes a digital gradebook that all teachers use. This gradebook offers an online student and parent portal that allows parents to track the progress of students and communicate with their student’s teachers. At both sites, students have access to the supplemental digital tools via chrome books. Every student has access and user accounts to Chrome Books during utilization of Renaissance Learning (STAR Math, Accelerated Math, STAR Reading, Accelerated Reading) and CAASPP.org. Each staff member is able to access student data in assessments and are able to set specific targets for individual students including special populations. CAASPP allows teachers and students access Interim assessments for state preparation. CAASPP also allows further curriculum development through their digital library of lessons.    Administration and staff utilize Google Education to communicate and organize material for deployment at home to increase access with our families. Google education allows staff to collaborate and share best overall practices throughout the schools creating emails and shared webspace for media distribution to students, parents, and staff. Every student at MARC has their own google account allowin|3. 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. The 2021 expanded learning grant will be addressing this at the MARC. 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 and will be reflected in the 2022 graduates. Reason for Master Schedule Barrier in 2017-2018: No foreign language graduation Requirement therefore students do not fulfill A-G requirements for CSU/UC as a graduate.  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 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 gradebook to the SchoolWise gradebook 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 SchoolWise gradebook.During the 2018-2019-year, the 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. The changes allow PVCS to maximize A-G requirments.||2021-09-14||2021                
12768020000000|Fortuna Elementary|7|All FESD students are assessed a minimum of three times per year using Renaissance Learning's STAR math and STAR language arts assessment tolls that track academic growth over time.  On an annual basis, students in grades three through eight are assessed by the state's standardized achievement assessment (CAASPP), which documents year-to-year growth in students' mastery of grade-level standards.  Each year, the LEA certifies through board action that all students in all schools have access to a broad course of study which is verified and documented through board action taken verifying the sufficiency of instructional materials fore all students in all grades at all schools.  Thew board's annual declaration or the sufficiency of instructional materials applies to all student groups including those with exceptional needs, English language learners, socio-economically disadvantaged and foster/homeless youth.|All students in all groups across the district are taught using standards-based instructional materials in all core subject areas: ELA, math, science, and social science.  There are no significant differences across school sites that might limit any student group's access to or enrollment in a broad course of study.|There are no identified barriers that would prevent any student at any school site from having access to a broad course of study.|On a regular basis, the district reviews student access to a broad course of study by verifying the sufficiency or instructional materials in all subject areas.  There is also an ongoing review of the effectiveness of instructional materials and if needed, new or revised standard's-based materials can be purchased for student use.||2021-06-24||2021                
12768020124164|Redwood Preparatory Charter|7|Using our student information system, budget expenditures class observations/peer coaching, and staff survey's. We track the extend to which all student have access to and are enrolled in a broad course of study. This information is based on grade span, unduplicated student groups, and students with exceptional needs.|As a small school with one class per grade level. All students have access to a broad course of study. We follow the Common Core state standards, next gen science standards, and follow the California framework for Social Studies, PE, Health, Art and Music. All students participate in STEAM class at least once a week. All students take PE with a credentialed teacher. All participate in projected based learning, students with exceptional needs receive services based on IEP, 504 plans, or the results of the ELPAC. The plans include identified accommodation, modifications, and integrations 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 RPC. The biggest obstacle we faced in the 20-21 school year were the challenges associated in a hybrid learning format due to COVID 19. Despite this format, all students had access to technology and materials necessary to attend school.|We anticipate that our ability to ensure access to a board course of study to all students will only continue to improve as we return to normal operations in the 2021-22 school year.||2021-06-22||2021                
13101320000000|Imperial County Office of Education|7|An annual review of the Course of Study and Master Schedule is conducted to ensure student access to a broad course of study. This includes Math, Social Science, Science, Visual and Performing Arts, Health, Physical Education, Career and Technical Education, and electives. We also utilize students’ incoming transcripts, Measures of Academic Progress assessments, and state assessments to develop students’ individual academic achievement plan and monitor growth. Student growth is tracked on an ongoing basis and students are able to request enrollment in a credit recovery course if they are enrolled in secondary courses.|After finalizing our Master Schedule, all courses are offered to all students regardless of where they live, what school they attend, or their social economic background. The number of courses are developed depending on students’ academic placement. This is determined after analyzing student scores, transcripts, and interest in CTE courses.|No barriers have been identified in this area. We have adopted online courses to ensure students enrolled in Alternative Education (court and community school) are provided every opportunity to complete high school graduation requirements. We continue to provide a wide access to classes so students can receive a full learning experience and are more likely to graduate and better prepared for higher education and/or employment.|The administrative team and certificated staff will continue to develop rigorous and relevant curriculum aligned with the state academic and career education standards to promote student achievement. Teachers will continue to attend professional development opportunities that will modify instructional practices to ensure access to all core, career technical education, and intervention courses. All CTE courses are now A-G approved and the medical assistant course was approved to be an A-G Honors course.||2021-06-28||2021                
13101320134379|Imperial Pathways Charter|7|An annual review of the Course of Study and Master Schedule is conducted to ensure student access to a broad course of study. This includes Math, Social Science, Science, Visual and Performing Arts, Health, Physical Education, Career and Technical Education, and electives. We also utilize students’ incoming transcripts, Measures of Academic Progress assessments, and state assessments to develop students’ individual academic achievement plan and monitor growth. Student growth is tracked on an ongoing basis and students are able to request enrollment in a credit recovery course if they are enrolled in secondary courses.|After finalizing our Master Schedule, all courses are offered to all students regardless of where they live, what school they attend, or their social economic background. The number of courses are developed depending on students’ academic placement. This is determined after analyzing student scores, transcripts, and interest in CTE courses.|No barriers have been identified in this area. We have adopted online courses to ensure students enrolled in Imperial Pathways Charter are provided every opportunity to complete high school graduation requirements. We continue to provide a wide access to classes so students can receive a full learning experience and are more likely to graduate and better prepared for higher education and/or employment.|The administrative team and certificated staff will continue to develop rigorous and relevant curriculum aligned with the state academic and career education standards to promote student achievement. Teachers will continue to attend professional development opportunities that will modify instructional practices to ensure access to all core, career technical education, and intervention courses. All CTE courses are now A-G approved and the medical assistant course was approved to be an A-G Honors course.||2021-06-28||2021                
13630730000000|Brawley Elementary|7|BESD used site master schedules and, as well as student schedules to determine access to and enrollment in a broad course of study.  In addition, interviews with site administrators were used to clarify enrollment options and questions.|All students in the Brawley Elementary School District have access to, and are enrolled in core classes (ELA, math, social science/history, science and physical education).  BESD adopted a new science program during the 19-20 school year that is aligned to Next Generation Science Standards.  While our junior high has adopted a history program aligned to CA State Standards, the elementary sites will pilot instructional materials during the 21-22 school for adoption at the end of the year.   At the elementary level, the music program is offered for students in 4th-6th grade; however, not all students participate.  The music program includes chorus, orchestra and band.  While teachers provide opportunities for students to engage in art activities, we do not have an art program that is consistent at each of the four elementary sites.  Our goal is to purchase a program during the 21-22 school year.  This year, BESD is implementing a Dual Language Immersion Program beginning with kindergarten students.  Each year, the DLI Program will be expanded to include another grade level; thus increasing access to world languages and promoting opportunities for students to achieve biliteracy.    At the junior high level, electives offered include the following:  art, music, computer science (Maker Space), Spanish and journalism (Bobcat News).  Students enrolled in intervention classes or English Language Development (ELD) may not have access to electives.|The main barrier that prevents BESD from providing access to a broad course of study for all students is time within the master schedule.  Our goal is for English Learners to reclassify prior to entering the junior high; however, this is not always the case and ELD is crucial to the reclassification process.  Additionally, students that have fallen behind are less apt to attend extended-day opportunities for intervention.  Building the intervention into the school day ensures that students in need will have daily opportunities to close the achievement gap.  While all 1st-8th grade students have access to ASES, not all participate.  Many enrichment activities are offered through ASES.  This year has proven to be difficult, as there has been a shortage of available tutors.  At the elementary level, implementation of an art program will require shortening the time allotted to intervention, or core content.  As the students have returned to in-person instruction, we are aware of the learning loss that has taken place and have prioritized intervention.|As a result of the findings, we will continue to refine the master schedule to allow for access to a broad course of study for all students.  We will invest heavily in English Learner supports at the elementary level to improve our reclassification rates prior to students transitioning to the junior high.  We may consider the addition of a zero period for interventions at the junior high to allow for access to electives.  Our goal is to increase ASES staff and to offer Spanish to those that are not eligible to participate in the DLI Program.||2021-06-22||2021                
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 a 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. Goals 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 Technology; 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 support will be revisited to ensure students are provided full access to a broad course of study.||2021-06-23||2021                
13630990000000|Calexico Unified|7|Calexico High School uses Synergy and Google Surveys to complete course registration and learning plans per student to monitor student access to a broad course of study. Aurora also uses Career locker to track student interest.   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 improved existing CTE courses and has added extended the Jr Navy Cadet classes at all 4 grade levels.  Aurora offers the Emergency Response course. Our high schools now have a 3-year of math and science requirement for graduation. At the junior high level, sites also utilize Synergy to track student access to a broad course of study. Students submit application for elective course offerings. Aside from core content area courses, all students access to Designated ELD, AVID/AVID Excel Elective, Honors ELA Elective, STEM, STEAM, MESA, Advanced 7th Grade Math, Algebra 1, ASB, Band, Career Awareness, Spanish and AVID methodologies. Students with exceptional needs are offered the same access. At the elementary they use Synergy to track student 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 RTI. Band is provided in 5th and 6th grade and enrollment are based on student interest.|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 of interest, including alternative options. Student registration requests are entered into Synergy. 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, designated ELD and math 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. Currently Enrique Camarena Jr. High School (EC) offers Spanish elective, while William Moreno Jr. High (WM) offers Career Awareness.  At the elementary level, students have access to the same courses.  Band is provided in 5th and 6th grade and enrollment are based on student interest.|At the high school level, barriers include having clear communication with students. We also need to implement 6-year learning plans for every secondary student. 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 Designated ELD classes. 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 also 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. Teacher transfers from site to site is also a barrier.|At the high school level, we no longer use Naviance and instead are developing a six-year plan using our existing SIS system. We will continue to offer CTE/elective fairs as a means of presenting students with potential course offerings, including conducting presentations to junior high and elementary students. We will continue to survey students to determine possible future course offerings based on student interest and pathways. 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 will be encouraged to enroll in AP classes and all students are invited to participate in AP assessments, including those not enrolled in a course. We will add additional dual enrollment courses. Junior highs 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 will continue to use Local Indicator Data to Inform Planning and LCAP Development.  We will predict students’ needs for a focused learning environment and create optimal conditions for learning by supporting the non-academic needs of students. We will equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. CUSD has a large population of English earners. We provide language acquisition support for English learners to secure continuous progress for English proficiency. English Language Intervention Teachers continue to provide Tier 2 interventions. Secondary and Elementary Specialists continue to confer with teachers, counselors, para-educators, administrators, students and/or parents to determine language and academic needs of English learners in order support and monitor their academic success. We will also implement ongoing monitoring and support of reclassified English learners.  We hope to increase enrollment in the Career Technical Education (CTE) courses and CTE pathway completion. We will also plan professional development sessions based on data from multiple filters Our AVID Academic Support Teacher and Ed Tech Coach continue to offer Professional Development, Coaching on AVID Strategies, Instructional Strategies and Digital Learning. Foster, homeless, and migrant youth, along with new immigrants will be provided case-management.|2021-06-24||2021                
13631070000000|Calipatria Unified|7|1. As outlined in the LCAP, Calipatria USD is evaluating the Access to a Broad Course of Study through the a) CA School Dashboard College and Career Indicator, b) CTE completer rates, c) UC/CSU completers, d) Advanced Placement participation rates, and e) Site Master Schedules and instructional minutes reporting. In addition the district LEA and LCAP Parent survey will also evaluate stakeholder satisfaction with instruction.|2. CUSD continues to meet and exceed annual instructional minutes at each school site, as reported to the CUSD School Board of Trustees. The 2020 College and Career Indicator is evaluated with local data for the 2019-20 school year (due to no dashboard reports because of school closures) and demonstrates 48.9% of students prepared on the CCI, with a 5.7% improvement from 2019. English learners increased from 20.6% to 27.6% and socio- economic disadvantaged from 35.5% to 45%. An improvement across all groups. Data for CTE completers, AP participation, and UC/CSU completers will be baseline in 2020-2021. CUSD anticipates an increase across all significant subgroups with the learning opportunities outlined in the LCAP. The current data reflects English Learners and Students with disabilities with lower enrollment and passing rates in these three key CCI criteria. Parent satisfaction continues to indicate a strong agreement with 70.4% of respondents indicating 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.|3. CUSD continues to recognize the barrier for a broad course of study due to qualified and experienced staff. The most inexperienced staff are within the special education department and key instructional programs are taught by Out-of-Field teachers. The district recognizes the limitation of expanding courses due to staff qualifications and the challenges faced to recruit qualified staff prepared to meet the needs of the district's English Learners, foster youth, and low income students. The district also must address the ability to provide the broad course of study with declining enrollment.|4. Actions in the LCAP continue to recognize the need to utilize funds to expand course offerings to allow flexibility in the master schedule, provide additional extended learning opportunities to increase the academic progress of students and achieve minimum promotion standards, support class size reduction in core programs, and the district must continue to provide professional development for staff to increase the strategies to support effective standards aligned instruction and meet the needs of our unduplicated pupils and students with disabilities.||2021-06-14||2021                
13631150000000|Central Union High|7|The EL Program monitors English learners who are enrolled in course offerings each year as part of program monitoring.  We check to see how many of our students are enrolled in CTE courses, Academies (SACHS, SAVAPA, Legal/Law, etc), AVID, and AP/IB courses to ensure that they have equity of access to these courses and pathways.  Data is collected from AERIES during the Spring to determine these numbers for reporting to stakeholders. Counselors evaluate transcripts on a yearly basis for A-G and grad. Requirements Dashboards in Aeries, Master Schedules, Dual Enrollment Courses, Academic Plan, Outreach Program provides awareness of course of study, TES reports|The EL Program Progress Report (Nov 2020) contains information about the program and courses offered specifically for EL students.  It also includes information on redesignation, language proficiency data, LTEL data, EL AVID enrollment data, and State Seal of Biliteracy data.  Parent survey data is included at the end of this report as well.   Students in special education and English Learners have  less access due to the limitations of the courses offered and types of CTE Pathways.  Need for support courses may limit access to electives due to scheduling conflicts  Courses more easily accessible are often limited in number.|Students in our EL Program are sometimes limited in their access to elective courses because of the need for a two-hour English language course block.  Students who are not making progress in their language proficiency are required to take SAIL or ALAS in order to support their growth in the English language.  This takes up space in their day that could include elective course offerings. Lack of sections in the master schedule create a situation where students must make choices, much of this is due to some courses being singletons.  Also, CTE pathways are impacted causing students to be placed on a waiting list.|Students in the EL Program have the ability to waive out of taking their second hour of English if they would like to challenge themselves and take a course in CTE, an academy, AP/IB, AVID, or other program that would benefit them as a student and learner.  Students can be brought back into the second hour of ELD if they are not receiving the support or not experiencing success in these courses in order to build their English proficiency. Built in training into CTE grants for strategies for providing access to special populations.  Created a plan for professional development to support teachers in providing access to courses. A pathway in the Education, Child Care, Family Services sector will be added along with a biomedical course and courses in the Ag Mechanics pathway.||2021-06-22||2021                
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. Spanish as a foreign language will be offered at Wilson Jr. High and Kennedy Middle School for the 21-22 school year. De Anza provides 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. The district also provides the Building a Bridge CTE-based curriculum to students during advisory.|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.||2021-06-22||2021                
13631230118455|Ballington Academy for the Arts and Sciences|7|Ballington Academy for the Arts & Sciences – El Centro (BAAS-EC) was established in 2009 and recently approved to operate for an additional 5 years from its authorizer El Centro Elementary School District.  Ballington currently serves 249 students in grades TK-6. Our current student demographics include 38% English Language Learners (ELL); 11.4% Students with Disabilities, 0.1% Foster Youth; and 70.1% Socio-economically Disadvantaged, of which 2.8% are African American, 87% Hispanic, 3.5% White, and 2.8% 2+ Races.   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 Art and Science/Engineering courses.  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.|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.|2021-05-25||2021                
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.|2021-06-22||2021                
13631310000000|Heber Elementary|7|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 special needs are included in all activities and decisions are made at IEP team meetings on how to include students in the general education setting.|The District has two schools which are Dogwood Elementary (TK – 3rd grade) and Heber Elementary (4th – 8th grade). In grades TK – 6th, classrooms are self-contained students rotate for intervention and ELD periods throughout the day. In grades 7th – 8th, students have a rotating schedule where students go to different subject area classes. Daily schedules are developed by the District, so students are receiving the instructional minutes required by Education Code for each curricular area. The District monitors that schedules are followed and grades are given to all students through the student information system. As the District continues to develop a plan to incorporate the broad course of study there will be a need to discuss how the course will be integrated into the daily schedule of instruction, the curriculum that will be implemented, professional development, and how the new courses will be graded.|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 has begun to gather stakeholder input on new actions that need to be implemented to ensure access to a broad course of study for all students. Stakeholder input will be solicited at the school leadership, parent, and staff meetings level. Recommendations and input will be considered, and the best course of action will be developed and presented to all community members for their final approval.||2021-06-08||2021                
13631490000000|Holtville Unified|7|Master Schedule - Student Schedule- Lesson Plans- Student Information System-Class Schedules-IEP's-Beyond SST-A-G Rports-AP Reports-504 Plans-Cal-Pads-Transcripts-School Counselor review of student data.-Misc. reports to the State and Federal Government.|Administrators and counselors have reviewed school site schedules, student enrollments, master schedules, lesson plans and other measurement tools and have determined that all students have access to a broad course of study. Counselor have reported that  all students have been placed in all required classes and requested classes as long as they have met requirements where that applies. It is important to point out that all school’s Master Schedules are different and each has their own broad course of study. All students have access to all classes based on completion of prerequisites, grade level, and student needs. Lesson plans very from teacher to teacher, but a focus is on giving all students a broad course of study. Students may have classes that are not available to all students because of needs as laid out by their SST, IEP, Beyond SST,  504,  and Special Education or continuation high School plans. New this year we dual enrollment with our local community college.|We continue to have the same barriers and those are we have more students and student needs than resources. HUSD contunues to review schedules, teacher lesson plans, grants,  and other resources to increase our offereing in all areas. This year we teamed up with the local community college and are now offereing dual enrollment. Student will graduate high school already having college credits.|Increased AVID trained teachers.  Discussing the implementation of FFA at some of our other school sites We expnaded AG classes to other school sites during regulars school hours.  Flexible class offering through Freedom Academy such as; AP classes, math and science classes. Expanded CTE pathways with classes like Food Science, the articulation of dual enrollment with IVC and the new stand alone Small Engine  Program. Increased technology to support online resources and classes. Continue increased options in AG classes with the addition of a new AG Barn.  Working with Stakeholders and partners such as IVC expanding early in what we offer. .  Increase of on-line tools to improve students skills such as Smarty Ants, Edupoint options, Florida Virtual programs for our elementary level students.|This year has been a blessing in a few ways even with the pandemic. That being that with the pademic has come a large number of dollars and we have taken some of those dollars and expanded classrrom size. We also have funds from a bond that has allowed us to build a new gym at our junior high school, and will also allow us to build multifucntion faciliities at two of our other schools. We are chipping away at the barrier of space a little bit each year it seems.|2021-10-18||2021                
13631640000000|Imperial Unified|7|In the middle and high school setting, IUSD used established queries to generate class enrollment reports. Data on student enrollment in 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 uses 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 queries. 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 of 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 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 in a given sequence (Math, Science, Foreign Language and CTE courses).|At the elementary level, the main barrier is time. Proving a broad course of study 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 through the adoption cycle.    Both the middle school and the high school have creatively and strategically expanded course offerings.|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.||2021-06-10||2021                
13631720000000|Magnolia Union Elementary|7|The district reviewed the following: total instructional by grade level as well as the master schedule of classes for each grade level, class schedules for each teacher in each grade, as well as teacher lesson plans. Additionally the district reviewed the district's RSP teacher's schedule, all current IEPs, as well as the grade level of students listed as free and reduce eligible. These were compared to the district's master schedule of classes per grade level. All students are enrolled and receiving the broad course of study outlined by the CDE. These reviews indicated that 100% of our students receive access to the course of study outlined in the CA Ed Code sections 51210.|The district master schedule of classes, total instructional minutes offered per grade level, teacher lesson plans, the district's RSP teacher's schedule, current IEPs and the listing of all students listed as EL or qualifying for free and reduced lunch were all reviewed to insure all students are receiving the core curriculum. Over 98% of students receive 100% of the daily curriculum and are in class with his or her teachers. Less than 1% of students did not receive 100% of the regular class schedule, and the least amount of time a student received instruction in a regular class setting was 86%. However, 100% of the students receive full access to the course of study outlined by Ed Code section 51210 either within the regular classroom setting or when 'pulled out' for instruction. Elementary students have access to visual art instruction in a defined classroom setting, and performing arts both within their regular education classes and outside of classes for school plays and performances.|Students on IEPs that require 'pull out' puts the most pressure on the district not providing students access to the complete, broad course of study. The district is attempting to serve those students on IEPs within the regular classroom setting as much as possible. The district is limited by its small size as to the variations available in the curriculum.|Nearly 100% of students receive 100% of the curriculum 100% of the time. Less than 1% of the students receive less than 100% of the daily curriculum (within the regular class). The district will attempt to serve students with IEPs within the regular classroom setting as often as possible. The district has also funded after school visual art classes for students.||2021-06-08||2021                
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 grade 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 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.|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. McCabe’s Local Control Accountability Plans (LCAP) captures the introduction and expansion of course offerings for 7th  Project Based Learning Business Foundation. 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.||2021-06-15||2021                
13631980000000|Meadows Union Elementary|7|MUSD utilizes its student information system to track all students' course enrollments by grade level.|MUSD is currently implementing curriculum that is part of the Strong Workforce grant which is in its initial stage exposing students to career and technical pathways.  This curriculum is being implemented in 7th and 8th grades.|No barriers have been identified preventing MUSD from providing access to a broad course of study for all students.|MUSD has no revisions or new actions to ensure access to a broad course of study for all students.||2021-09-08||2021                
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 2021-2022 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.||2021-10-12||2021                
13632140000000|San Pasqual Valley Unified|7|Due to the learning challenges SPVUSD students are already faced with, COVID-19 added another layer with students receiving instruction via Distance Learning for 12 months. Moving into 2021-2022 SPVUSD will have a focus on, English, Math, English Language Learners in the area of mathematics, and Special Populations. In order to accomplish this goal, we will focus on the whole child.  To this end, we have included actions that cover academics, additional staff (music teacher, math teacher, TOSA-CSI for elementary, paraprofessional for elementary), social/emotional assistance, attendance, safety, and college and career readiness.  Professional Development: Generally paraprofessionals, the very people hired to work with students in small groups, are not included in instructional strategies training, behavior management, setting up inclusive environments, and setting up partnerships with the lead teacher. SPVUSD has contracted with ICOE to provide training to our paraprofessionals four times over the next school year. In addition, teachers will have training in instructional practices, using data to inform instruction, and communication protocols. These efforts are being made to calibrate district expectations and better support paraprofessionals/teachers in the classroom. Ultimately, this training should move our students forward as staff will have the skillset to help students achieve at higher levels. SYSTEM LIMITING RESPONSE. All students have access/enrolled in course of stu|The continued implementation of standards aligned textbooks in English Language Arts, science, and Math, with instructional techniques and strategies to allow all students, including low income, students in foster care, students who are homeless, and students with exceptional needs, to access the California Standards. Students with exceptional needs and second language learners will be afforded the opportunity to engage in intervention and support and enrichment classes during the day and after school through ASES. Bill Manes Alternative High School will fully implement curriculum adopted by the high school with differentiation an expected norm.  The elementary school offers a broad course of study including art and computers, ASES provides afterschool support, tutoring, and additional cultural and educational opportunities. The middle school offers all required and expected courses in addition to yearbook/journalism. Implementation of state board adopted academic content and performance standards for all students: Programs and services will enable English learners to access the Common Core State Standards and the English Language Development standards for purposes of gaining academic content knowledge and English language proficiency. High School - Curriculum, Master Schedule redesign, 4x4 block, leading to 320 credits in four years, with dual enrollment option. Middle School - Electives added to schedule, advisory period build into schedule. SYSTEM BLOCKING ADDITIONAL INFO.|The geographical location and size of SPVUSD creates barriers in terms of finding highly qualified personnel, offering multiple Career Technical Education pathways, and providing one-to-one support for students receiving Special Education services via in-person rather than through tele-health. Although the challenges are ever-present, SPVUSD finds ways to provide services and support. Students have access to a broad course of study for all students, but not as a large district.|The LEA will support SPVES with the Comprehensive Support and Improvement (CSI) Plan by funding a full-time certificated TOSA-CSI position officially starting July 1, 2021. SPVUSD is also in the process of hiring another paraprofessional to assist in student intervention and support. This position will allow the site to collect and analyze data from existing sources such as IXL Learning, iReady, CAASPP Interim Assessments, survey data, etc. The TOSA-CSI will analyze the data, spearhead training, goal setting, and review with site team and report out to all stakeholders. By dedicating a full-time person to data collection, analysis, goal setting, and review allows for continuous improvement in instructional and site practice. From this data, the LEA will support the implementation of interventions such as IXL Learning, curriculum embedded interventions, small group interventions with paraprofessionals, after-school tutoring interventions, etc. In order to be successful with this endeavor, the District has provided devices for all staff at the elementary site including paraprofessionals.  Currently, the CSI Plan for the Elementary School is their School Plan for Student Achievement (SPSA). The SPSA plan is developed specifically by the school site and stakeholders to benefit the students of the school site. The goal of stakeholder participation is to highlight needs and develop educational goals for student achievement. THIS PAGE IS NOT ALLOWING ME TO COMPLETE RESPONSE.|Stakeholders agree that attendance at school is a key factor in low academics and mastery of standards. In order to increase our attendance rate for all students, we continue to employ an Elementary Counselor for grades TK-3 whose focus is attendance.   We will also continue our partnership with the Quechan Tribe to assist in working with Native families to improve the attendance of their children. We've included actions and services to include a strong college and career exploration/readiness pathway for all students grade TK-8.  The 4-8 Guidance Counselor will not only provide academic support, but will also provide social emotional and college and career exploration support.  The high school will proceed with the implementation of block schedule to encourage positive attendance. In addition, block scheduling will allow for juniors and seniors to attend classes at Arizona Western College, job shadow, intern, and receive work experience opportunities/credit. We are anticipating an uptick in positive attendance due to the revised schedule and college and/or career focus.|2021-06-22||2021                
13632220000000|Seeley Union Elementary|7|SUSD uses a Student Information System (Synergy) to track all student's course enrollment for all grade spans and student groups.|SUSD is a small TK-8 school district with approximately 375 students located on the same campus. All student groups have the same access to and are enrolled in all courses targeted for their specific grade level requirements and standards.|SUSD has no barriers preventing the District from providing access to a broad course of study for all students.|Since SUSD provides full access to a broad course of study for all students in the District, at this time, has no plans for revisions, decisions, or new actions that are needed to ensure access to a broad course of study.||2021-06-15||2021                
13632300000000|Westmorland Union Elementary|7|Westmorland Union Elementary School District tracks progress in meeting Priority 7 standards by reviewing and monitoring class schedules, and bell schedules to assess the extent to which all student have access to and are enrolled in a broad course of study. In addition, the site principal monitors enrollment and access through the schedules and courses in Synergy reports. All students are enrolled in ELA, mathematics, history/social science, science and physical education.|WUED is working diligently to provide all students with access to a broad course of study. All classes TK-8 offer access and enrollment in English, Mathematics, Science, Social Studies, and Physical Education. Although teachers exploring visual arts as enrichment and cross-curricular connections, standards-alignment is not consistent.  Students can also access some courses during the after school program. Folklorico, drum line, and STEM are offered after school through ASES. The after school program is also exploring gardening and CTE exploration. In grades 7 & 8 students have access to additional ELD, MESA and Journalism/Communications.|While WUED is continuing to explore opportunities to expand course offerings, barriers exist in our small school setting.  Having all multiple subject, self-contained credentialed teachers creates a barrier in the courses that can be offered.  In addition, while working to increase academic performance, the areas of focus continue to be the CORE subjects. Intervention is also a component of the academic day for students in an effort to close the achievement gap in Language Arts and Mathematics. After School programs allow opportunities for enrichment, though spacing is limited in the program and not all students can participate.|WUED continues to solicit input from stakeholders to support decisions on funding and course offerings to support Priority 7.  WUED will continue to seek opportunities to train staff on additional standards and courses to implement in their grade levels to expose more students to Broad Course of study.||2021-10-12||2021                
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, Aeries course scheduling report, and referencing Edgenuity's California Course List. 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 students’ 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 was once a challenge; however. the LEA has purchased Edgenuity, 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 Edgenuity. In addition, the LEA is adding a CTE pathway, college and career exploration, and workplace readiness course options for students in 2020-21.||2021-06-10||2021                
14101400117994|YouthBuild Charter School of California|7|We have used LCAP surveys to identify student access to a broad course of study at YCSC.|Based on LCAP survey responses, YCSC addressed any gaps in students' access to a broad course of study.|There are no barriers preventing YCSC from providing equitable access to all the courses of study.|We will continue to implement the LCAP surveys that ask about equitable access to a broad course of study.||2021-06-23||2021                
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. In 2019-20 we added CTE/CPE basic construction to our list of courses that have been approved. Along with offering paid training and work experience through our CBO partnerships, we are actively growing our CTE program which acquaints students to careers in industries that can lead to employment directly out of high school. For our students with special needs, we have added courses such as modified math, modified English and integrated science courses if they have been unable to find success with traditional course work. We have also increased staffing for our English Learners and now offer more leveled courses depending on a student's ELD proficiency.|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, we are able to assist students with making up courses and get them back on track. This year we are offering additional online credit recovery courses throughout the school year to assist students in staying on track for graduation.|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 many honors or AP courses because we cannot "fill" those classes with enough students to make the trade off in staffing assignments worthwhile. However, as a result of the pandemic, we have been able to build out more online courses which increases our course offerings to students. We now use a program called Edgenuity to provide additional courses to students that we were not able to offer before.|In the future, we plan to offer specialty advanced courses taught online through Zoom or Edgenuity which will allow for students from other campuses to join in on a class that they may not have had access to otherwise. Additional CPE courses and upper level math and science courses were added to our course catalog over the last two years. We continue to build out our Youthbuild and CTE program to offer more career pathways for students to explore.||2021-09-10||2021                
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. In 2019-20 we 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 are also actively growing our CTE program which acquaints students to careers in industries that can lead to employment directly out of high school. For our students with special needs, we added to our offerings of modified math, English and science courses if they have been unable to find success with traditional course work. We have also increased staffing for our English Learners and now offer more leveled courses depending on a student's ELD proficiency.|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, we are able to assist students with making up courses and get them back on track. This year we are offering additional online credit recovery courses in summer and throughout the school year to assist students in staying on track for graduation.|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 many honors or AP courses because we cannot "fill" those classes with enough students to make the trade off in staffing assignments worthwhile. However, as a result of the pandemic, we have ibeen able to build out more online courses which increases our course offerings to students. We now use a program called Edgenuity to provide additional courses to students that we were not able to offer before.|In the future, we plan to offer specialty advanced courses taught online through Zoom or Edgenuity which will allow for students from other campuses to join in on a class that they may not have had access to otherwise. Additional CPE courses and upper level math and science courses were added to our course catalog over the last two years. We continue to build out our CTE program to offer more career pathways for students to explore.||2021-09-10||2021                
14632480000000|Big Pine Unified|7|The LEA represents a K-12 small school district with approximately 150 students who typically are enrolled throughout their educational years (K-12) with the LEA. The LEA maintains a 100% graduation rate with students college and career ready. Students throughout their K-12 years complete Passages; students report on their academic progress, evaluate their criteria for advancement to higher grades, celebrate successes, reflect on challenges, and commit to continuous improvement as they articulate to higher grades or promote and graduate. Students complete Passages in grades 6, 8 and 12 in front of an authentic audience of peers, staff, and community members. The LEA maintains a rigorous program in grades K-12 of intervention through an RTI model. Local and state assessments are used to provide unduplicated students and individuals with exceptional needs additional educational opportunities inside and outside of regular classroom instructional time. The LEA ensures that all students meet the A-G requirements as evidenced by the 100% graduation rate.|Students are prepared in grades K-8 through rigorous instruction and articulated curriculum to promote to grades 9-12 and complete the A-G requirements and graduate college and career ready. All students have access to, and are enrolled in, a broad course of study that provides equity and does not track students based on any status.|The LEA is a small school district and has to provide a broad course of study that meet the A-G requirements, but may not always provide access to a broad range of electives in the secondary.|The LEA will continue to evaluate the addition of electives to the secondary based on CTE pathways.||2021-06-15||2021                
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 30 students in the LEA currently, a simple review is sufficient. For the 2021-2022 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 there communities of residence.|All students K-12 are enrolled in a broad course of study. As the LEA currently runs only 1 small elementary school and a single academy for grades 7-12 with a total combined enrollment of 30, there are no differences across school sites or student groups. All students share the same basic class schedules, materials and teachers.|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 barrier to a broad course of study is a small student population and few staff members. The ability in our tiny LEA to supply individual attention is a strength while offering a more varied curriculum and a very wide array of 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 may be offered, especially via advances in technology. The LEA will focus on a continuing effort to ensure students are ready and equipped to move on to college or meaningful employment after graduation and to guarantee that if a student transfers to another school s/he will be equipped to succeed.||2021-06-15||2021                
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.||2021-06-08||2021                
14632970000000|Owens Valley Unified|7|Master Scheduling: the LEA ensures that the master schedule includes access for all students to the required coursework for their grade level/grade span.   Student Scheduling: the LEA monitors student schedules to ensure that all students are enrolled in the coursework that they are required to take for their grade level/grade span.  Graduation Progress: the LEA regularly monitors the progress of all high school students toward their graduation requirements.|Master Scheduling: all students in grades K-12 have access to and are enrolled in a broad course of study at Owens Valley. Although we do not have a large teaching staff, the District has hired additional staff members who are teaching elementary and high school art and math classes that were previously not available in-seat.  Student Scheduling: the District continues to ensure that all students are enrolled in the coursework that they are required to take for their grade level/grade span at the beginning of each new term. Students are able to take courses that are not offered in-seat on the online Apex platform, including AP classes. In addition, students have access to online college coursework through concurrent enrollment.  Graduation Progress: school personnel regularly monitor the progress of all high school students toward their graduation requirements and regular check-ins are scheduled for students and the high school counselor.|Limited staffing has previously been a barrier that prevented the LEA from providing access to a broad course of study for all students.|The LEA has implemented the following in order to ensure access to a broad course of study for all students: -hiring of a part-time Art teacher for grades K-12 -hiring of an additional Math teacher that will allow more math courses and support to be offered to grades K-12 -purchasing textbooks and required materials for community college courses taken by our high school students -hosting informational meetings for families about concurrent enrollment at the community college -funding an academic counseling period for a high school teacher -use of Apex online coursework, including Advanced Placement classes||2021-06-01||2021                
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 master schedule  is used to track enrollment at each grade level as well as content area instruction.|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 to strengthen their knowledge of NGSS aligned materials.  We are in the midst of a science adoption in order to provide relevant NGSS curriculum.  In order to provide targeted intervention, we are purchasing a math assessment tool.||2021-06-09||2021                
14766870000000|Bishop Unified|7|Bishop Unified uses Aeries reports and Master Scheduling features to track access to a broad course of study for all students in each grade span.  The reports are monitored to ensure access to a broad course of study for unduplicated student groups and individuals with exceptional needs.|The district only has one school at each grade band (K-5, 6-8 and 9-12) so there are no differences across school sites in terms of access and enrollment in a broad course of study.  The district is monitoring the demographics of advanced courses at the high school.|Since the school district is relatively small, scheduling at the secondary level can be a challenge since sometimes there is only one section per course.  In addition, also due to the size of the schools there are limited course options.  Finally, an additional challenge is students’ readiness for advanced courses, particularly in the area of reading.|In order to address the challenge of student readiness as described above, the district is working towards a multi-tiered system of support to provide Tier 1 instructional supports and implement a comprehensive reading intervention Tier II support.  Additionally, math intervention has been added at the elementary level.||2021-06-17||2021                
15101570000000|Kern County Office of Education|7|The Alternative Education program utilizes Aeries as its student management 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 support 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 Edmentum, the program's online curriculum, which offers CTE and a-g approved courses.  The program currently offers five CTE pathways.  The CTE pathways include Construction, Medical, Automotive, Visual and Commercial Arts, and Early Education.  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 receive support from a Special Education teacher and paraprofessional to help meet the goals outlined in their IEPs.|Through Common Core State Standards aligned curriculum, which includes a-g approved 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.  During the 2019-20 school year, the average length of enrollment in Court School was 32 days while the average length of enrollment in Community School was 53 days.  These short enrollment periods can hinder students from being able to take advantage of the full scope of educational options the program has to offer.|Through Edmentum, students have access to standards-aligned curriculum that is updated annually.  The Assistant Superintendent and Director keep in contact with referring districts to determine if any updates are needed in the program's policies and procedures to align curriculum and practices to the greatest extent possible.  As part of the Differentiated Assistance process, the Alternative Education program partnered with three other county offices of education to participate in a Continuous Improvement Process (CIP).  The action plan that was created during this process drives changes within the program.||2021-06-08||2021                
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 (K-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 instructors) to support in the classroom; and offers research-based programs (Lexia, Fountas & Pinnell, Eureka Math, 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 instructor 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 2020-2021 graduating class to have earned an Associate’s Degree by the time they completed their high school studies at WCPA.|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.||2021-06-22||2021                
15101570124040|Grimmway Academy|7|All Kindergarten through 8th grade students attending Grimmway Academy Arvin, including, unduplicated students and students with disabilities, have access to a broad course of study as our school instruction is based on a full inclusion model. GA Arvin provides all students a state-approved curriculum that reflects both academic differentiation and rigor while also being aligned with current California content standards. Since most of our course curriculum offerings are digitally-based, we ensure content access for all students by providing one-to-one student licensing. Our current SIS system via Illuminate is directly linked with Clever where most of our curriculum is located. As a result, newly enrolled students have immediate access to curriculum resources. Course content areas include: Mathematics Science Social Studies/History English Language Arts Physical Education Music Education Art Education Edible Schoolyard Instruction Additionally, professional development is geared towards assisting all instructors on how to best utilize the curriculum frameworks for all student populations. To ensure content accessibility for all students, we operate on a 3 tiered model of support, where academic supports are increased depending on the student intervention needs. Students are frequently monitored through weekly grade level assessments in addition to NWEA testing that occurs three times a year. This data informs us of which students require additional support.|In addition to the above course offerings, English language learners are provided with Designated ELD time for approximately 30-60 minutes per day. Students are provided instruction with state-approved ELD curriculum in order to meet their needs at their language level. This curriculum was implemented in 2019-20. It continued through this school year in a variety of formats from Distance Learning to In-Person Instruction. As a result of the pandemic, we were unable to complete the ELPAC testing completely to analyze growth trends. We will be monitoring the results of ELPAC testing closely for the 2020-21 school year. Students with special needs receive additional instructional minute support with a Special Education teacher who typically pushes in to assist the student within the full inclusion content area classroom. However, some of the student’s minutes as outlined by the IEP are utilized for personalized instruction outside of the general education classroom in a small group setting.|The 2020-21 school year began in the form of Distance Learning. To ensure course content access and student engagement with instructors for all students, GA Arvin distributed Chromebooks to all students that needed one. As a result of the school’s location in a rural area, Internet access and connectivity were continuous issues this year for some of our students. Kajeet Hotspots were distributed to mitigate this issue to students who were identified through the GAA Attendance and Participation|Due to the nature of being on Distance Learning and then transitioning back to In-Person Instruction, we were unable to fully utilize an additional leveled reading block where all students are placed based on their current instructional reading level. Students were expected to stay with their respective cohorts throughout the school year in order to abide by Covid protocols, thus making it difficult to create homogeneous groups. Moving into next year, it is our intent to reinstitute this leveled reading block to continue mitigating any learning loss for all students, and in particular our English language learners. Metrics associated with the Success for All Program will inform us of student progress||2021-06-28||2021                
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-9) where all students are offered the same options of course offerings as set by their grade level. For grades 9-10th and beyond, 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 instructors) to support in the classroom; and offers research-based programs (Lexia, Fountas & Pinnell, Eureka Math, 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. WCPA reviews all student data by bi-annually for all high school students (grades 9-10th)  to ensure that are all enrolled in a rigorous course load.|The Academy has not identified any barriers to providing access to a broad 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.||2021-06-22||2021                
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. 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 in-person or on-line meetings with credentialed teachers, course of study plans, enrollment in core classes, CTE, and elective enrichment classes, and periodic course assessments.|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 in-person or on-line meetings with credentialed teachers, course of study plans, enrollment in core classes, CTE, and elective enrichment classes, and periodic course assessments.|VOCS is a parent-choice and parent-participation charter school where parent educators, 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. Due to the nature of our school, VOCS does not have barriers preventing students access to a broad course of study.|With Valley Oaks Charter School 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, 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.||2021-06-01||2021                
15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|7|REALMS approaches the whole child in every day of instruction. Students have access and participation in coursework daily in ELA, Math, Music, Art, Modern Language, PLTW, and ELD (if required).|REALMS approaches the whole child in every day of instruction. Students have access and participation in coursework daily in ELA, Math, Music, Art, Modern Language, PLTW, and ELD (if required).|REALMS approaches the whole child in every day of instruction. Students have access and participation in coursework daily in ELA, Math, Music, Art, Modern Language, PLTW, and ELD (if required).|REALMS approaches the whole child in every day of instruction. Students have access and participation in coursework daily in ELA, Math, Music, Art, Modern Language, PLTW, and ELD (if required).||2021-06-30||2021                
15633130000000|Arvin Union|7|The district uses site-based master schedules constructed based on basic course offerings.  Master schedules also include  electives at the middle school and single subject enrichment classes at the elementary sites.      The district has committed a consistent and coherent general education program throughout our school sites and to expanded services including Dual Immersion, AVID, Summer School, and enrichment courses which are focused on serving low income, English Learners, and foster youth.    A classroom walkthrough tool is utilized to provide program feedback for implementation of Designated and Integrated ELD to support English Learners.   Class lists are developed to identify student proficiency levels and utilized to formulate plans for targeted instruction.   A new foster youth survey will be implemented this year to measure awareness of programs and services and to provide information regarding needs to ensure access to desired programs and services.   Student IEP's are reviewed regularly to ensure appropriate placement and services are provided to each student.   A program checklist is being developed to facilitate oversight of pathways that maximize least restrictive environment services through a broad course of study.|Master schedules are constructed with time periods and pathways to ensure student groups including Students with Special Needs, English Learners, low income, and foster youth have access to a broad course of study.  AVID has been expanded from an elective course, which is still offered at the middle school, to a district wide program implemented in all classrooms.  Schedules are created by elementary PE, music, and art teachers to ensure students TK-6 have full access to enrichment. Master schedules, including Independent Study, include specific blocks of time to address Designated English Language Development. .   Integrated English Language Development is supported through Learning Window development focused on selected vocabulary, foundational sentence structures, and ensuring students have access to interacting in meaningful ways.  At the elementary level, if programs are full at one site, families have the opportunity to transfer to another school in order to participate in desired programs such as Dual Immersion.   Summer school was offered this year in person as well as through a virtual program to support students affected by COVID or transportation needs.    The district implementation of a survey for foster families will provide actionable baseline data to meet needs yet undetermined.  The district is working diligently to ensure Students with Special Needs have equitable access and ensure special needs are met.|Coursework guidelines, credentialing needs, and program expectations limit access of Special Education Students to Independent Study as well as the district' s Alternate Learning Academy.  This also limits students in the Dual Immersion Program when their families select Independent Study due to low numbers of enrollment and the need for teachers already teaching in the traditional setting.   Although the district has purchased one to one Chromebooks and wifi devices for all students of need, the geography of certain households prevents full access to opportunities as internet connections are not supported by current infrastructure affecting homework, Independent study, and form of remote work outside the school service area.  As middle school students complete annual elective surveys, some class offerings are limited in number as only one or two teachers at the site may hold a specialized credential and student choices vary year to year.    The teacher shortage is a barrier faced by our district among many especially in areas requiring specialized certification particularly special education.|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 or new hires to expand programs allow.  Principals and district directors 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.   The district continues to diligently recruit for specialized credential holders including BCLAD, Single Subject, and Special Education teachers.||2021-09-14||2021                
15633210000000|Bakersfield City|7|Bakersfield City School District ensures that all students have access to and are enrolled in a broad course of study as evidenced by Master Schedules and class rosters.  As a district, we also ensure students we serve are provided with the basic conditions of learning with fully credentialed teachers as defined by the Every Student Succeeds Act (ESSA), and teachers are appropriately assigned in the subject area and for the pupils they are teaching. The analysis by the Ed. Technology, Data, and Assessment Analysts who run reports by student groups including Foster Youth, Homeless, Low Income, English language Learners, English Only,  queried by the percentage enrolled by course.  Conducting analysis of both needs and successful performance of individual student groups used to align services and actions to meet the individualized needs of all students.|BCSD’s efforts to provide all students with access to a broad range of opportunities to enroll in a broad course of study led to an analysis of the number of students who were currently enrolled in elective courses. The district has determined that 44.7% of the total student population is currently enrolled in elective courses. 43.9% of students in elective courses are identified as Disadvantaged, 1.8% are identified as English Language Learners, and 31.1% are identified as Foster Youth (unduplicated pupils), identifying a need to increase the number of EL students enrolled in elective courses.|To offer a broad course of study to our English Language Learner, we need to revise our master schedules. Additionally, identifying teachers that are credentialed to teach a variety of elective courses has been challenging. We are making the necessary changes to meet the needs of all our students moving forward.|Given the results, the district will be focusing on expanding the number of electives all students may select from but will continue to expand the number of students identified as English Language Learners enrolling in those courses. Data will be collected and monitored, and surveys will be conducted to determine the additional barriers impacting access for students.||2021-06-22||2021                
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.|ELA and math classes are leveled based on student ability / achievement level.  Both have two levels, advanced and grade level.|Some students are not granted the electives of their choice due to conflicts in their master schedule.  Some specialty electives (science fair, Project Lead the Way) are only available one period per day.|Recent attempts to increase student access to more electives include adding an extra period to the school day (7 periods to 8 periods, plus homeroom).||2021-06-21||2021                
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).||2021-06-22||2021                
15633700000000|Buttonwillow Union Elementary|7|Information was collected from parents, 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, we have expanding the implementation of AVID to all grades TK - 8th; 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.||2021-06-14||2021                
15633880000000|Caliente Union Elementary|7|100% of students have access to and are enrolled in a broad course of study.|100% of students have access to and are enrolled in a broad course of study.|N/A|N/A|N/A|2021-06-16||2021                
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.|Although there are limitations to course access as a result the COVID-19 pandemic, students in grades K-5 have or will have the opportunity to participate in programs such as GATE, AVID, band, choir, robotics, and physical education as health and safety conditions allow. AVID is currently being implemented at all twelve of our district schools. Music courses are offered at all elementary sites with students participating in rhythm instruction beginning in 3rd grade and small-group band instruction 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.|The Delano Union School District makes every effort to provide all students with access to a broad course of study; however, one barrier has been the COVID-19 pandemic and the need to have students participate in coursework as stable groups. In order to facilitate contact tracing, major changes in scheduling or seating charts must occur around breaks. We also implemented block schedules as a part of our reopening plan and are currently operating on a six-period day rather than a seven-period day at our middle schools. 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.||2021-06-14||2021                
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-6: 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 3-6, 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. 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-6 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|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 2021-2022 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.||2021-11-01||2021                
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 previously received training during the summer institute held in San Diego. Music courses are offered at all middle schools with students participating in a pull-out program during the day. All students regardless of their language level or instructional level have access to participate in music at CAMSA. Students will have the opportunity to participate in 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 will have access to a wide array of elective courses, and students will be given the opportunity 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 previously had 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.|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.  Due to Covid 19 and school shutdown, many students were presented with the challenge of attending any material distributions that were held preventing them from picking up the necessary materials.|Cecil Avenue Math and Science Academy will monitor its site master schedule to ensure students have continued access to a broad course of study. 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 will continue to provide students with the 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 instead of hanging out at the park or somewhere else.||2021-06-14||2021                
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. Del Vista Math & Science Academy has a 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 GATE, migrant extended day, 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. 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.||2021-06-14||2021                
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.  Access to a broad of study is also measured via the California Longitudinal Pupil Achievement Data System 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.  All available data is disaggregated by significant subgroups which included all pupils, socioeconomically disadvantaged students, English learners, foster and homeless youth, and students with disabilities. Student, parent, teacher and staff stakeholder meetings are conducted annually as well at each school for recommendations on improving access to a broad course of study for all pupils and subgroups. 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 Fall 2020 reflect that 98% of students agree that the schools provide access to a broad course of study. Similarly, 97% of parents 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 94.7% students and 95.7 % parents agree; Cesar E. Chavez 100% students and 97% parents agree; Robert F. Kennedy 100% students and 97% parents agree; 97% teachers agree Valley High School 85.7% of students agree.  Access to a broad course of study has resulted in the College Career Indicator for all students, English learners, students with disabilities, homeless and foster youth, and socio economically disadvantaged pupils for all schools that is well above state levels.|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 five years in ensuring all students are provided access to a broad course of study.|Actions provided in the LCAP have been effective in attaining improved College and Career Indicator (CCI) outcomes for all student and subgroups.  The DJUHSD will continue to address in barriers that impede student learning and pupil outcomes.  Accordingly, the district will hire three intern psychologists for each comprehensive in addressing social, emotional, and mental health needs of our students as well as a Director of Student Services to track student attendance, increase student engagement, and coordinate health and support services for students affected by COVID-19, trauma and violence, bullying, and harassment and prevention of suicide.||2021-06-22||2021                
15634200000000|Di Giorgio Elementary|7|The district student information system, SchoolWise, ensures that all students have access to, and are enrolled in a broad course of study.  The district also offers 30 minutes of embedded ELD instruction daily to EL students in grades K-8.  Strategic and Intensive Intervention in ELA and Math are also offered to students not performing at grade level.  The school site has a highly qualified special education teacher and aides. The progress of English Learners is monitored by the site EL Teacher/Coordinator on an ongoing basis.  The progress of Special Education students is monitored by their case manager.  The progress of all students is monitored weekly by Professional Learning Communities.|In grades TK-8, the following courses are offered: English, Mathematics, Social Sciences, Visual Arts, Health, and Physical Education.|There are no barriers at this time.  All students have access to and are enrolled in a broad course of study.|The district will continue to utilize our SIS, SchoolWise, to ensure all students are enrolled appropriately.  Our goal is to ensure all students have access to a broad course of study.||2021-06-16||2021                
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, Agriculture, Peer Leadership, Advanced Art, PAL, Recreational Activities, Dance, and Photography.|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 Computer Tech, Art, Agriculture, Peer Leadership, Advanced Art, PAL, Recreational Activities, Dance, and Photography electives to the junior high master schedule to ensure access to an even broader course of study.||2021-11-08||2021                
15634460000000|Elk Hills Elementary|7|All students have access to a broad course of study based on grade spans with additional supports to ensure individual learning growth.|All students have access to a broad course of study based on grade spans with additional supports to ensure individual learning growth.|All students have access to a broad course of study based on grade spans with additional supports to ensure individual learning growth.|All students have access to a broad course of study based on grade spans with additional supports to ensure individual learning growth.||2021-07-06||2021                
15634610000000|Fairfax Elementary|7|At the elementary levels, Fairfax School District utilizes a progress report card where teachers, principals, 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 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 intervention 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 2020– 2021 school year options will continue to explore options to extend CTE and World Language course availability.||2021-06-24||2021                
15634790000000|Fruitvale Elementary|7|Students in the Fruitvale School District  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, unduplicated status, or where they live within the District.|The District hires the most qualified staff to ensure excellent instruction and eliminate teacher missassignment.  The District provides students with all materials necessary to access the broad course of study.  Each elementary school offers the Walk-to-Learn Reading Instructional system as a supplement to the core with targeted instruction based on identified individual student needs.  Each elementary school has counselor support and a reading teacher/specialist to provide a multi-tiered system of support for all students.  Each elementary site has designated Physical Education Teachers to provide PE instruction and ensure adherence to instructional minute requirements. All elementary campuses have a robust library, library staff, and Accelerated Reader Incentive Club, offered to all students. The Junior High campus offers extended instructional time in ELA and Mathematics (71 daily minutes) as well as a master schedule that provides additional courses:  SEL Advisory, History, Science, Physical Education, and an elective.  Fruitvale Jr. High elective offerings include:  Agriculture, Introduction to Art, Advanced Art, Band, Color Guard, Computer Science, Introduction to Drama, Advanced Drama, Engineering Design and Modeling, Journalism, Medical Detectives, Mock Trial, Robotics, Introduction to Spanish, and Spanish 1. Fruitvale Junior High School also offers a Zero Period P.E. before school to allow students flexibility in their schedule, especially students with IEPs or ELD.|Review of master schedules required alterations of instructional structures to remove barriers of time scheduling to allow students all to have access to a broad course of study.  Alteration considerations included IEP service minutes, ELD support, and Physical Education scheduling.|Each elementary and the Jr. High school has extensively inspected the site instructional master schedule to ensure students receive appropriate, data-driven Tier 1 Literacy support, Tier 2 Interventions, Core instruction, Physical Education, and additional services and supports connected to student Individualized Education Plans and English Learner Supports.||2021-06-10||2021                
15634870000000|General Shafter Elementary|7|General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track and assess students having access to broad course of study. This is applied to all students including low income, English learner and foster youth. Curranty 100% of our students have access and are enrolled in broad courses of study, this includes ow income, English learner and foster youth pupils.|General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track and assess students having access to broad course of study. This is applied to all students including low income, English learner and foster youth. Curranty 100% of our students have access and are enrolled in broad courses of study, this includes ow income, English learner and foster youth pupils.|General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track and assess students having access to broad course of study. This is applied to all students including low income, English learner and foster youth. Curranty 100% of our students have access and are enrolled in broad courses of study, this includes ow income, English learner and foster youth pupils.|General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track and assess students having access to broad course of study. This is applied to all students including low income, English learner and foster youth. Curranty 100% of our students have access and are enrolled in broad courses of study, this includes ow income, English learner and foster youth pupils.||2021-06-21||2021                
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 Kern Integrated Data System (KiDS) School site master schedules|The district provides a broad system of supports for all students, including English learners (EL), students with special needs, and foster youth.  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.   Due to educational requirements and time limitations within the daily schedules, not all 7th-8th students have equal access to the following courses and electives: fine arts, drama, life skills, music/band, computer/technology, and foreign language. Support Services 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 ELs in accessing the core content,  the district has implemented designated and integrated ELD at all sites.  To ensure the success of our ELs and reclassified students in all courses, school sites monitor the progress and provide interventions. The district uses a Multi-Tiered System of Support (MTSS) model to help ensure all students have access to core courses and programs: Tier 1 – Reteach by classroom teacher, Tier 2 – Strategic intervention for students not meeting grade level standards, and Tier 3 – intervention for students performing two or more years below grade level.|The district faces a few barriers 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. 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.  Meeting the requirements of our English students to have a designated ELD time and an elective within the daily schedule is a challenge.  To address this concern, GFUSD will integrate Science, Technology, Engineering, the Arts and Mathematics (STEAM) activities during designated ELD instruction in 7th-8th grade classes starting the 2021-2022 school year.   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 illuminate these barriers and offer a wide array of opportunities to students as they continue their education.|GFUSD is committed to ensuring access to programs occurs through an equity-based system.  We will continue to evaluate our actions to build upon current successes. Elementary music programs will continue to provide general music instruction at all for 3rd - 5th students with band being  offered to our 5th grade students.  The music program will provide access to the fine arts and priority will be given to unduplicated students regarding band participation.   In consultation with KCSOS, the district will develop a multi-year plan to integrate Science, Technology, Engineering, the Arts and Mathematics (STEAM) principles and strategies in 7th and 8th English language instruction.   The District will continue to monitor and improve students’ access to, and enrollment in, a broad course of study.  LCAP actions 1.13,  1.22||2021-06-14||2021                
15635290000000|Kern High|7|Kern High School District (KHSD) uses various tools to ensure all students have access to, and are enrolled in, a broad course of study. Sites analyze 8th-grade data (GPA, literacy and math scores, teacher recommendations, math course, etc.) from feeder districts. Counselors review data and work with parents to place students in appropriate courses. Feeder districts also provide information regarding Special Education, English Learners (EL), and/or 504 plans. An initial IEP is held within the first 30 days of school for 9th-grade students who receive Special Education Services to discuss appropriate placement and then annually to review assessments and progress.  Students receiving Special Education Services are placed in the Least Restrictive Environment (LRE) while meeting their needs through their IEP. EL student placement is determined by evaluating multiple measures (ELPAC data, transcript evaluation, LAS Links assessment data, teacher recommendation, etc). EL students are enrolled in an English grade level course and a designated ELD course dependent on EL level. Students with 504 plans are provided additional support according to their 504 plan. Counselors meet annually with all students about progress toward graduation, a-g requirements, 4-year plans, post-secondary options, and career technical education (CTE) pathways. Staff provides access to a-g approved coursework including CTE pathways to ensure students graduate college and career ready.|KHSD continues to evaluate instructional programs to identify barriers to student success. As we continue to work on equitable access in consultation with Collaborative Learning Solutions, sites reflect on placement practices and student movement between course levels. Incoming data is used to identify students for literacy and/or math remediation, Special Education Services, and/or ELD for placement in additional support classes. Being enrolled in a support class can limit access to elective and CTE courses due to impacted schedules. Through self-reflection, the district has discovered that the process for identifying incoming 9th-graders for Gifted and Talented Education (GATE) placement with feeder district data may unintentionally exclude some students from participation in advanced coursework. Differences exist between how sites interpret freshman placement data and sites are working to achieve equitable access for all students. Typically, students enrolled in GATE will matriculate to Honors and Advanced Placement (AP).  An area of growth for KHSD has been the expansion of CTE pathways and courses with a focus on college and career readiness. Although there are site differences in the CTE pathways offered, this focus has led to more options for students. The district also has two CTE centers which offer 11th- and 12th-grade students the opportunity to learn industry-specific skills while working with community and industry partners.|Course placement: KHSD has identified differences between sites in providing remediation for students who are not performing at a college preparatory (CP) level. Schools fall into 2 categories of course offerings:  CP or above for all Remedial (General level) courses and CP or above Student placement and incoming freshmen reading and math scores create barriers when ensuring students have access to a broad course of study.  STAR Renaissance assesses each student’s Independent Reading Level (IRL) and math scores. In 2020-21, the average IRL and scaled math score for incoming freshmen was 6.0 and 752 (below grade level).  At some sites, students reading below grade level are placed into General courses. Many students with special education needs and ELs assess at lower levels and are placed into General courses. Students with IRL and/or math scores below grade level are often placed into literacy and math support courses in addition to English and math courses.  Attendance: Low attendance creates barriers to providing access to a broad course of study. Students who are habitually truant fall behind in graduation requirements and repeat failed courses.    GATE/AP Misperceptions:  KHSD is committed to providing all students with access to broad courses of study. Staff strives 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.|Parent Education:  KHSD continued to provide education, resources, and support for parents regarding academics, access to college, and CTE opportunities while distance learning.  Professional Development (PD): While distance learning, KHSD offered over 50 PD sessions with a focus on the effective use of technology tools and resources to access course material.   Academic Supports: KHSD’s commitment to Multi-Tiered Systems of Support (MTSS) helps develop improved and consistent academic interventions and supports for all students. KHSD continues to convene the Literacy Council and provide literacy and math support courses.   LRE: KHSD general education and special education staff collaborate through the PLC process to discuss issues/concerns pertaining to special education and LRE for students with disabilities. Continuation sites have implemented the learning centers model, and co-taught classes continue to increase districtwide. KHSD supports co-teaching through PD opportunities, a district co-teaching PLC, and paid time for co-planning.  CTE and Dual Enrollment (DE): KHSD continues to expand CTE opportunities.  In 2020-21, KHSD opened a second CTE center to increase access. In partnership with Bakersfield College, Cerro Coso College, and Cal State Bakersfield, DE continues to expand district-wide to allow students to earn both high school and college credit. KHSD hosted 367 DE sections in 2020-21 and 5,062 students received college credit.||2021-06-28||2021                
15635450000000|Kernville Union Elementary|7|The Kernville Union School District uses class rosters and students’ schedules in the Aeries Student Information System and Individual Education and 504 Plans to measure the extent to which all students have access to and are enrolled in a broad course of study. All students follow grade level progression and curriculum.|All students follow grade level progression and curriculum. Students with exceptional needs are enrolled in courses based on the Individual Education Plan (IEP) or 504 Plan as determined by the IEP and 504 teams. All students, including unduplicated student groups, may receive additional support through Response to Intervention, as determined by the Professional Learning Community (PLC) team, or acceleration as determined by the Student Study Team (SST). Unlike high school students, all Kernville Union School District students have always had access and have been enrolled in a broad course of study tha aligns with grade level progression and curriculum.|The Kernville Union School District does not nave barriers from providing access to a broad course of study for all students, including unduplicated and individuals with exceptional needs. All students, inclduing unduplicated ans students with exceptional needs, are enrolled in courses and have access to curriculum, programs, and services for their grade level and that is aligned with IEP and 504 plans.|The Kernville Union School District will continue to hire and retain credentialed teachers and appropriately assign teachers to courses for whcih they are qualified. The District will continue to utilize the IEP, 504, and Student Study Team processes to ensure all students, including unduplicated and students with exceptional needs, are enrolled and have access to courses aligned to thieir needs.||2021-10-28||2021                
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 2019 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 14.6%, 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 African American 22.2%   Orange Performance Level Students with Disabilities 20.4% English Learners 10.9%  Socioeconomically Disadvantaged 15.9% White 16% [LCAP Goal 3]|Based on the Fall 2019 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 2] -Continue with the implementation of Positive Behavioral Interventions and Supports. [LCAP Goal 2]||2021-06-15||2021                
15635600000000|Lamont Elementary|7|The district uses master schedules, grades, specialist programs, IEP recommendations, and participation rates in co-curriculum and extracurricular 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 50/50 English-Spanish Dual Immersion program available kindergarten through 6th grades. In order to continue to provide a broad course of study in the middle school, the Dual Immersion program is offered as Spanish Literature and Spanish Science. Currently, we have about 35% of our student population in this program; this includes LESD’s four school sites. The program includes students on IEPs, foster and homeless, English Learners, bilingual and English only, 97% of students in the program are economically disadvantaged. The program has had a very positive progress over time, starting at one school site and expanding to all school sites in the district, all students regardless of the school they attend, have the opportunity to be in the program.   In addition, all students 4th-8th grades have access to LESD’s AVID program. The district will be expanding the program starting this year with AVID professional development for our staff in kindergarten through 3rd grades to begin implementation. AVID provides all students an equitable, student-centered approach to close the opportunity gap and prepare all students for college, careers, and life. Other programs offered are music/choir for all 4th-5th, and band/choir for all 6-8th students, in addition to STEM, Art-1 and Art-2 offered to all 7th and 8th-grade students.|The one area identified as LESD not providing a broad course of study is in performing arts for the lower grades. The ELA would have to hire additional music/band teachers for each of the 2-elementaries with a K-3 student population. At this point, LESD is providing band/music for 4th -8th grades.|LESD is in the planning stages of transforming each elementary school in an academy. Each school will have a focus area of study. One of the schools will become a Performing Arts Academy, kindergarten through six grades. All grades will have access to production and performances of band, choir, theater, performances, and more. The other 3-elementary school will also have a focus:  1. Dual Immersion and International Studies Academy K-6th.  2. STEM Academy (new school) K-6th.  3. Environmental Science and Technology Academy K-6th.   Then as students transfer into the middle school, they can continue a broad course of study as they are offered: band/choir, STEM, Art, and Dual Immersion -Spanish classes.||2021-07-27||2021                
15635780000000|Richland Union Elementary|7|School site master schedules are sued to track which students have access and are enrolled in a broad course of study.|100% of our students have access to a broad course of study.  A zero period is offered at our middle school to give students access to multiple electives. 52% of students with disabilities are in regular education class more than 80% of the time.|We are committed to the continued growth of options for our students. Some of the barriers are limited staffing; availability of facilities; the pandemic; and additional training and support in inclusion practices|In the interest of continued growth and to provide greater access to a broader course of study, we have: Dual Language Immersion Project Lead the Way  GATE  Folklorico and Music/Sound Engineering courses through partnership our ASES after school program Career and Technical Education  Professional Development for Next Generation Science Standards||2021-06-28||2021                
15635780135186|Grimmway Academy Shafter|7|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. Grimmway Academy uses the Illuminate student information system to monitor student schedules, including the course of study that unduplicated students and students with disabilities participate in. Our school model is a fullinclusion model in which each ELA class is assigned a certificated SPED co-teacher, providing equal access to the general education curriculum for all students receiving SPED services. As a full-inclusion school, all student groups are ensured a rigorous course of study. All students participate in the same course of study regardless of subgroup status. Interventions and designated supports are provided in the classroom, because of this no student is removed from core class instruction.|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, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. (response limited to 1,500 characters) 2021-22 Local Performance Indicator Self-Reflection for Grow Academy Shafter Page 12 of 15 All students in grades K-8 have access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). In grades 1-5, Core Subjects - Math, Science, & Health (STEM); English & Social Science (Humanities) - are integrated, and every scholar has access to Physical Education, Art, and Music classes. Grades 6-8 have departmentalized courses in Math, English, Science (Health), Social Science, Physical Education, and Art or music. All students also take part in the Edible School Yard (ESY) kitchen and garden program, which teaches students about health and wellness.|Additional research is being done to explore additional courses in the performing arts, such as drama, in order to provide more experiences. Space constraints and staffing limitations are a barrier.|Grimmway Shafter has added a full-time science and social science teacher for 7th - (future) 8th grades.||2021-06-28||2021                
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.  School-Wise student information systems allows for the program to track which courses students are enrolled in, what classes they have received grades, and what specific students quality for specialty programs (Special Education, English Learners, etc.).|Students have access to standard aligned instruction.  Students who receive Special Education services support have this outlined in their IEPs.|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.||2021-06-10||2021                
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.|Based on the district’s review of the data, all students are enrolled in English, math, history, science, and PE. All students in TK-5th grade are enrolled in visual and performing arts. Furthermore, all middle school students have access to visual and performing arts courses.|The district continues to face scheduling challenges with courses required for middle school students.|The LCAP reflects an increase in allocation for visual and performing arts. The district has also expanded its art courses to the afterschool and summer programs to ensure high student participation.||2021-06-16||2021                
15636100000000|Maple Elementary|7|Students engage in multiple measures which indicate their enrollment in a broad course of study. Each students has the maximum possible opportunity, based on each students need to have access to appropriate courses for their age grup and based on their needs including grade span, unduplicated status, English Learners and students with exceptional needs.|We are a single school district with a single school site.|100% of Students have access to and are enrolled a program designed to meet their needs.|Maintain 100% of Students have access to and are enrolled a program designed to meet their needs.|In additional to all of our students having access to a broad course of study to meet their needs we have added t.5 additional teachers to create smaller class sizes, increase intervention services and increase electives for our older students based on their survey responses and establishing programs that meet their needs and interests.|2021-06-10||2021                
15636280000000|Maricopa Unified|7|MUSD uses Schoolwise Student Information System to track all student's course enrollment for all grade spans and all student groups. The District also uses California College Guidance Initiative (CCGI) system for our middle school and high school to track A-G course completion and other important course information. MUSD Also uses a 4-year graduation planning tool to track graduation requirements progress.|MUSD is a small school district with 300 total students, consisting of three small schools (Elementary/Middle/High) all located on the same campus. All student groups have the same access to and are enrolled in all courses on each campus targeted for their specific grade-level standards and requirements.|MUSD has no barriers preventing the District from providing access to a broad course of study for all students|Since MUSD provides full access to a broad course of study for all students the District, at this time, has no plans for revisions, decisions, or new actions that are needed to ensure access to a broad course of study.||2021-06-10||2021                
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 or access to a functional skills program.|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 on a trimester schedule.  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.  The school is providing the ability for students to earn a Food Handler’s Certificate as well as in the process of building a work-based learning course for the upcoming school year.||2021-06-08||2021                
15636280134312|Blue Ridge Academy|7|Based on our review, we are focusing on increasing the number of courses offered and student enrollment/completion in the following areas:  CTE Pathways, Advanced Placement courses, and A-G/CSU aligned course sequence.    Blue Ridge provided academic support for students who were underperforming in math and reading on the STAR 360 and CAASPP tests. Data was scarce due to the statewide testing (CAASPP) cancellation for the 19-20 school year due to the COVID-19 pandemic. Curriculum guidance based on student assessment data is dependent on the value learning coaches place on test results. Focus has been placed on maintaining and increasing levels of appropriate teacher assignments and provision of sufficient instructional materials to address the continued expectation in meeting the needs of struggling students through Blue Ridge Academy’s MTSS program and Special Education department. Intervention teachers, MTSS and Special Education staff undergo monthly training with Administration and department supervisors for continued analysis and development support for all students.|The MTSS Intervention team at Blue Ridge Academy has found great success this year in providing General Education Intervention in the areas of Reading, Math, Writing, and Speech. Last year, the Intervention supports that were provided through the Student Support Team (SST) was overseen by ICS staff, which serviced multiple groups. This year, the entire SST Intervention team was brought in and trained specifically on the educational benefits of MTSS, the 3 tier model to support struggling students using a proactive model. The shift in the new department falling within Special Education & Pupil Services this year greatly improved the communication, collaboration, and efficiency needed to effectively respond to the different student needs that can further be addresses throughout the school year, as the MTSS and Special Education team work closely together to make sure that all students within both tiers are not falling through the cracks or behind. One notable change that was implemented in the SST/MTSS system this year pertains to the tracking of students as they access Intervention supports. Previously with ICS, access to Intervention small groups (for academic and speech support) was granted through open signups that General Education Teachers - Home School Teachers (HSTs) could access without having to go through an SST meeting.|Like all other educational institutes, Blue Ridge faced the many difficulties that came with the onset of the COVID-19 global pandemic. Blue Ridge students, families and staff faced devastating challenges and stressors brought on by the physical and mental health concerns. As a result of the pandemic, many student’s families lost loved ones, jobs, and security. This loss left many in search of resources. Blue Ridge was able to restructure to support families in a safer online format quickly and were able to meet many of the staff and student’s needs without delaying learning.|Blue Ridge created additional websites for mental health and student support teams to provide resources, support, and implementation using a three-tiered model which encompasses academic and social emotional intervention. This streamlined approach made it easier for teachers to find the resources that were needed for intervention. The Student Support Team was much more efficient in getting resources out to families. In addition, Blue Ridge created a Mental Health Program and ensured that all families were made aware of the available services for all students. Teachers were provided with training multiple times within the year so that they were aware of the support the school offers and how to access the support for their students and families.||2021-06-21||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-08||2021                
15636510000000|McKittrick Elementary|7|1. 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.  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.|2. 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. McKittrick Elementary is a single-site school district. Currently, 100% of the 67 students enrolled have complete access to and are enrolled in a broad course of study. This includes all 27 of the district’s current unduplicated students.|3. Identification of any barriers preventing access to a broad course of study for all students. No barriers currently exist that prevent any of the district’s 67 students from having access to a broad course of study. At McKittrick Elementary School District 100% of the 67 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 67 students have the use of their own personal electronic device|4. Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study for all students. 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.||2021-06-16||2021                
15636690000000|Midway Elementary|7|We are a small school with a total of 70 students for k-8 grades, which allows us to quickly and easily track all students' participation in a broad course of study.|We currently do not have barriers preventing our small student population from accessing a broad course of study.  We are researching how to best offer the acquisition of a second language with our limited teaching staff.|Limited staff and resources.|Looking into online sites that could assist with (World) second language acquisition.|All Tk-8 grades are enrolled and have access to a broad course of study that has been adopted by California Education Frameworks and the local school Board of Trustees. Students also have access to:   •	5th-8th grades have access to organized sports competitions within our small school consortium group. •	Planned field trips for 6th-8th grades to tour local community colleges and state universities. •	6th-8th grades research careers in preparation for post-secondary education. •	Educational field trips to Science Center, Camp Keep, CALM Zoo, dairy farm, Fire department & Taft Oil Museum. •	We offer a school-wide anti-drug and alcohol program that supports K-8 grades.   •	We offer Sexual health education for our middle school students. •	We are a Title I School that supports unduplicated students that require intervention. •	Our “Tiger” program holds students accountable for their citizenship and academic progress.  They are recognized and          celebrated at academic rallies and rewarded with field trips for their positive efforts. •	We have special education and speech teachers on campus.|2021-10-12||2021                
15636770000000|Mojave Unified|7|As outlined in the 2021-2024 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.  During the 2021-22 school year MUSD will conduct further analysis on our secondary master schedules to ensure we utilize the most effective offerings and graduation requirements to support the development of college/career readiness. Expanding access to Dual Enrollment and the earning of college credits are other initiatives of the district.|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. 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 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.||2021-10-05||2021                
15636850000000|Muroc Joint Unified|7|Muroc Joint Unified School District will use local student information system data (AERIES) and the School  Accountability Report Card to track the extent to which all students have access to, and are enrolled in, a broad  course of study.|Using local student information system data (AERIES) and the School Accountability Report Card, 100% of  students, including unduplicated students, have access to all required areas of broad coursework.|100% of students, including unduplicated students, have access to all required areas of broad coursework.  Muroc Joint Unified School District will continue to work with stakeholder groups to identify potential barriers.|According to the 2020 College/Career Measures Report on the California Dashboard, Muroc Joint Unified School  District percentage for “all students” prepared is 30.8%. However, only 17.6% of Socio-Economic Disadvantaged  students met the criteria for prepared. Muroc Joint Unified School District’s percentage for “all students” not  prepared is 55.8%. 79.4% of Socio-Economic Disadvantaged students are classified as not prepared. In order to  address this issue, Muroc Joint Unified School District will to continue in expand CTE course offerings at both high  schools. To provide equitable access to students, Muroc Joint Unified School District will look to build a technology  media lab at each high school. This will allow students to enroll and take a CTE course remotely.||2021-06-23||2021                
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 2020-2021 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. Electives were offered on a voluntary basis during the 2020-21 school year due to the school  closures and limited instructional minutes. The middle school was not able to  after school homework club this year due to the closure. 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.||2021-06-09||2021                
15637190000000|Pond Union Elementary|7|Pond School is using our daily schedule, lesson plans, Renaissance Star Reading, Accelerated Reader Quizzes, Epic iReady, state testing, ALEKS, and our IO assessment platform to track that all students have access to and are enrolled in, a broad course of study. Through these different measures and tools, Pond is able to track students based on grade spans, unduplicated student groups, and individuals with exceptional needs. All students at Pond have access to a broad course of study. We offer an ELA and Math curriculum that aligns to common core standards. Our ELD and Writing curriculum meet the needs of our unduplicated student groups, and individuals with exceptional needs, by offering courses that meet their specific academic and language needs. We offer our 8th grade students algebra to get them ready for high school. Our online supplementary curriculum, such as ALEKS and iReady, provide individualized lessons to meet the needs of all students|All students at Pond have access and are required to participate in AVID schoolwide. Our EL students participate in a local ELD class, and all students are encouraged to be part of after school tutoring, and several extracurricular activities|During the pandemic, some students had difficulty accessing online learning platforms because their rural location gave them a weak or no internet connection.|In response, Pond has given each child their own individual hotspots to connect to the internet during distance learning. Pond had also prioritized reopening our school for in-person teaching in order to ensure that all students have access to a broad course of study.||2021-06-08||2021                
15637500000000|Rosedale Union Elementary|7|RUSD uses a variety of surveys, a student information system, a student assessment system, and a curriculum website to monitor access, enrollment, and offerings to a broad course of study for all grade levels and student groups.|Based on these measures we have determined that all 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. 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 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 and consider is the accessibility of a foreign language course.||2021-10-12||2021                
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||2021-10-07||2021                
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 K-5: All students have access to Common Core curriculum for math and ELA. Students are enrolled in social studies classes that follow the CA History Social Science Framework. All students study Science; the District is in the process of implementing the NGSS standards. Individual teachers address the visual and performing arts standards, and the health standards within their own classrooms. Students in grades K-5 have 80 minutes of PE instruction per week. There are no differences across school sites or student groups. Students with disabilities are engaged in the same curriculum as the general education students   At Southern Kern Unified, students in grades 6-12 may attend Tropico Middle School, or Abraham Lincoln Independent Study. Students in grades 9-12 can attend Rosamond High Early College Campus, Rare Earth Continuation High School, or Abraham Lincoln Independent Study. 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 and Abe Lincoln have access to a full course of study. Abraham Lincoln and Rare Earth students can take lab science classes at Rosamond High School. They can also take classes in visual arts, P.E. and a variety of electives.|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.||2021-06-09||2021                
15637840000000|South Fork Union|7|A review of the district's master schedule reflects the percentage of students that have access to and are enrolled in a broad course of study. A review of designated and integrated ELD implementation, multi- tiered systems of support and extended learning opportunities indicate the percentage of unduplicated pupils that receive targeted intervention and support. The current master schedule reflects 100% of students are enrolled in a broad course of study.|100% of the students in the district have access to and are enrolled in a broad course of study. This determined by the master schedule. The current master schedule reflects 100% of students are in enrolled in a broad course of study across the district.|The district has no known barriers preventing the LEA from providing access to a broad course of study.|The district will continue to monitor the master schedules to ensure access to a broad course of study for all students.||2021-06-24||2021                
15638000000000|Taft City|7|The LEA 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 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard as follows:  1. 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.|2. The extent to which all students 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.|3. 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.|4. 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.||2021-06-23||2021                
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). 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.  The District has also started to use a dashboard system (KiDS) to quickly see student status and have the ability to disaggregate data by unduplicated student groups.|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.||2021-06-07||2021                
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 2020-2021 school 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.|2021-10-18||2021                
15638420000000|Wasco Union Elementary|7|The Wasco Union Elementary School District provides a comprehensive course of study available to all students to provide 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) - School sites annually submit daily instructional minutes to the district to demonstrate that all core subjects are taught as required by Ed. Code.   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.    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.  4. William's Act Monitoring - (Curriculum) - An ongoing LCAP action nested under goal one ensures the district will provide all students have access to the latest California State Board adopted curriculum.   5. Credentialed Staff Roster (Qualified Teachers) - 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 through the annual accounting of, and justification for, access to all students' broad course of study.|Employing the most recent ELPAC data, local DIBELS data, and local formative and benchmark assessments, the district continues to identify English Learners as an at-risk subgroup for attention during the 2020-2021 school year.  The district has spent significant time and resources ensuring that students have the tools needed to acquire the English language successfully. The district firmly established robust support systems for ELs in 2015, and steady progress from the subgroup is now recognized.  It is agreed that continued training of the instructional staff on English learners' needs in the Wasco Union School District will be necessary each year to sustain these efforts.|In response to learning loss related to the COVID-19 pandemic, the district worked with the local teacher's association, WETA, to maintain an additional 20 minutes of daily instructional time into the 2021-2022 school year. In addition, teachers agreed to host a full-day summer school in the summer of 2021, in which over one-third of the district's students attended.  Finally, teachers agreed to add five instructional days to the 2021-2022 school calendar to ensure students had an opportunity to develop skills to be better prepared for the rigors of the coming school year.  All in all, this "targeted instructional time" was instrumental in meeting the unique needs of unduplicated students both academically and social emotionally.  COVID relief funds and ESSER III are also being employed to drive the district better to meet the needs of the district's most vulnerable students.||2021-10-12||2021                
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.||2021-06-24||2021                
15735440000000|Rio Bravo-Greeley Union Elementary|7|The district utilizes the site’s master schedules to track the extent to which all students have access to, and are enrolled in, a board course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Master schedules are reviewed by site administrators, teachers, and special education case managers to ensure all have access. Master schedules are housed in the district’s student information system, which also identifies students based on needs and subgroups.|Along with the master schedules as the local measuring tool for scheduling all students to a broad course of study, within the student information system students of need and subgroups to be categorized and reviewed. Utilizing the master schedules in the student information system allows the desegregation of data and viewing. The reviewing of access takes place each quarter during the academic school year and when preparing students for rostering of courses.|Based on the ability of the district to review, no barriers are preventing the district from providing access to a broad course of study for all students.|No new actions to take place. The district will continue with its practices ensuring all students have access to a broad course of the student.||2021-06-14||2021                
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 2019-20 as noted in LCAP Goal 1:  - Rate of 7th-12th students enrolled in CTE courses: 20.45% - Number of Advanced Placement courses offered: 15  - Rate of students taking Advanced Placement tests: 9.9% (19-20)  - Rate of remedial course enrollment: 4.58%  - Number of course offerings for students with exceptional needs (Special Day Classes): TK-5: 10, Grades 6-8: 7, Grades 9-12: 10 - 98.69% of students were enrolled in at least one college prep course  - The high school maintains a tutorial program at lunch “Academic Learning Lounge”|- 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 2020-21 additional concurrent enrollment courses were offered in Economics. - In 2020-21 articulated pathway in Criminal Justice.  - In 2021-22 concurrent enrollment in U.S. History course will be offered.||2021-06-17||2021                
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. Furthermore, McFarland High School is now McFarland High School Early College and all students enroll in college units as high school students.|All students have access to a broad course of study at all sites. Our master schedules are reviewed regularly to ensure that students are provided the access. We have made changes in scheduling to ensure ELD is accessible to all ELs without having to lose an elective class. Our Coordinator of State and Federal Programs, ELA/ELD TOSA, and Chief Academic Officer work directly with the sites and review their data to ensure all students have access to, and are enrolled in, a broad course of study.|The site that poses the greatest barriers in this area is our continuation high school. The staffing there is limited and because of credentialing we rely heavily on Edgenuity (an online A-G platform) to fill the gaps. Our CTE offerings at the continuation are very limited due to logistics and staffing as well.   Our LCAP survey included a free response question that asked how we can help them [the students] achieve their goals. The responses indicated the desire to have more classes offered that will "lead to something" or "can help me get a job."|Our Assistant Superintendent is working on a plan in conjunction with the comprehensive high school principal and the continuation school principal to adjust the daily schedules to allow for more CTE participation from the continuation site. Furthermore, as previously stated, Edgenuity helps fill in the gaps where we are unable to provide an in-person, on campus courses.  One other thing our continuation school has done in reaction to the LCAP survey responses is offer Food Prep Certification through Safe Service, which allows the completes the opportunity to hold jobs in the food preparation industry.||2021-10-12||2021                
16101650000000|Kings County Office of Education|7|Findings: J.C. 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. Students with exceptional needs are supported during whole group and one-on-one instruction and receive individualized educational plans that are targeted towards their specific needs.|The Kings County alternative schools program consists of one school, JC Montgomery. All of our courses are aligned to A-G expectations.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 provided both through the educational program and the department of corrections.|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. The in-person courses are taught by a limited number of teaching staff, which is based on student enrollment. We have experienced fluctuating enrollment for the past several years. Overall, we have continued to decline in enrollment, especially due to the health and safety concerns brought about by the pandemic. The increase in course offerings through Edgenuity 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 access to physical space. We continue to work with our agency partners to provide opportunities for students that increase access to a broad course of study.|Our staff has worked to use student academic data to identify specific needs. 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 and designated ELD to scaffold student content learning. For Edgenuity, students are required to complete study guides before attempting course assessments in their credit recovery courses. We continue to take a more focused look at student results from local assessments, iReady ELA/Math assessments, and data from one-on-one support to adjust instruction and access accordingly.||2021-06-23||2021                
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. 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 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. Approximately, 90% 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 TK-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. Their is a new four kindergarten classroom building project at our elementary school site that will begin soon.  A focus for instruction at the elementary and middle school is the implementation of guided reading and the implementation of small group instruction.||2021-10-14||2021                
16638750101717|Crossroads Charter|7|Based on student interest and transcripts, students, including unduplicated student groups, and individuals with exceptional needs, are offered a multitude of electives within their curriculum and by grade level.  In addition, we also offer onsite elective opportunities such as Construction, 3-D printing, Art workshops, and individualized tutoring.|Using the locally selected measures or tools, all students have access to 100% of the available courses. In the math content area, all students scored 149.8 points below standard. To address access we continue to provide onsite math lab classes and individualized tutoring from our math teacher. This teacher offers online Zoom calls for virtual tutoring to support students that live farther from campus. Currently, we use Acellus as an opportunity for students to access a wide range of online course offerings that they would otherwise not have due to the minimal amount of teachers who are employed by Crossroads Charter.|Due to the Pandemic, our onsite classes were postponed throughout the school year in an effort to adhere to local health restrictions. Although Acellus offered a broad range of courses the catalog itself is more limited than we would like. This program also lacked the ability to expose our students to the language and rigor necessary to prepare them to be successful on the CAASPP.|We are continuing 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 orange for all students. We continue to offer courses aligned with A-G requirements. We have been working with a local community college to provide dual-enrollment classes. We are planning to move from Acellus to Edmentum.  This will not only increase the course catalog allowing us to increase our broad range of course offerings but it will also provide the language and rigor necessary to allow them to be successful on the CAASPP.||2021-07-08||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-09||2021                
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.||2021-06-14||2021                
16638910000000|Corcoran Joint Unified|7|Findings:  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.|CUSD 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 Gr. 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 Gr. 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 Gr. 1-5. English learners (ELs) in Gr. TK-5 receive both Integrated ELD throughout all core subjects and Designated ELD for a period of at least 30 minutes per day.  In Gr. 6-12, 100% of students, including unduplicated pupils, have access to required courses. Plans and class selection are developed with the help of Learning Directors. ELs 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/or are CTE. All classes are open enrollment and available for all students to take.    All ELs in Gr. TK-12 have access to integrated and designated ELD. 100% of students with exceptional needs have an IEP that include 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.  Support for students with disabilities are also being identified and implemented into RTI. Some schools are moving into the Multi-Tiered System of Supports or MTSS, which is more comprehensive but still includes the 3-tiers of RTI.||2021-06-22||2021                
16639170000000|Hanford Elementary|7|The following metrics are used to track a broad course of study: •	The number of minutes of physical education instruction •	The number of elementary students who receive art instruction •	The number of junior high students who select art as an elective  •	The number of 5th and 6th graders who choose to participate in elementary band •	The number of junior high students who choose band as an elective •	The number of classes participating in academic study trips •	Results from the HESD parent and student surveys indicating parent and student satisfaction with the district’s art, music, physical education and academic study trip programs|One of the greatest successes of the HESD LCAP has been the district’s efforts to provide students with a broad educational program. A continuing mandate, reiterated by every stakeholder group in advisory committees, through surveys, and in student focus groups has been that a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education. Moreover, a well-rounded education includes opportunities to travel to museums and scientific exhibits, to participate in concerts and sporting events, and to have access to modern technology. Prior to the onset of the COVID pandemic: •	Junior high and elementary school students received the required number of PE minutes.  •	All students in the elementary grades received art instruction.  In the junior high schools, 226 students chose art as an elective.  •	209 5th graders and 151 6th graders participated in band.  240 junior high students chose band as an elective. •	All elementary and junior high students participated in an academic study trip. •	Students and parents overwhelmingly express support and high levels of satisfaction for the districts’ art, music, physical education programs as well as with academic study trips on district surveys.|Note: The COVID 19 pandemic posed a significant barrier to a broad educational program. It is anticipated that the with the 2021-2022 school year, all students will return to full-day, in-person instruction.  The district’s LCAP is designed to reduce/eliminate barriers to a broad educational program.  The district’s LCAP provides for supplies and materials for art, music, physical education, after school sporting events, and academic study trips.  No fees are collected for participation or supplies for any district activity. Students who are unable to obtain musical instruments have them provided by the district. Nevertheless, some barriers to a broad instructional program include: •	Three art teachers provide art instruction to all elementary students and to junior high students who choose art as an elective.  This may limit the quantity of art instruction elementary students receive. •	A lack of museums, zoos, state and national parks in close proximity to the schools in the district mean that travel to major cities such as Los Angeles or San Francisco is often necessary.  Long travel times can place strain on students, especially younger children, and school staff.   •	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.|With the 2021-2022 school year, it is anticipated that all students will return to full-day, in-person instruction.  With this return to normal, the district will resume it’s programs and services that provide students with a broad educational program.  As the COVID pandemic subsides, concerts, sporting events, academic study trips, and art exhibits will resume.||2021-06-23||2021                
16639250000000|Hanford Joint Union High|7|We desire to have as many opportunities available to our graduates as possible. We also offer a variety of Career Technical Education courses. Our goal is to explore career options and receive technical training as part of their high school experience. We utilize a Master Schedule building software coupled with Counselor and administrative input to measure our success in providing access to and enrollment in a comprehensive course of study.|This is the number of courses we offer to all students. English - 15, SpEd English – 2, ELD English - 4, Math - 10, SpEd Math – 2, Social Science - 8, Foreign Language - 9, Physical Education – 6, Science – 7, SpEd Science – 3, Visual and Performing Arts - 26, Career Technical Education – 47, Other – 5, Link Learning – 21, & Partnership - 9|Hanford Joint Union's data indicated the following results due to the successful implementation of Goal 7: Challenges: CTE completers continue to be a challenge for us, especially EL and SpEd students.|HJUHSD has identified three focus areas that all lead to students accessing a broad course of study. Our focus is as follows: 1) All graduates will complete the required procedures to gain access to all postsecondary options; 2) Implementation of a variety of measures to mitigate learning loss due to COVID-19, maximize credit recovery options, and ensure all graduates are proficient in English and math; and 3) Improve student engagement, support, school climate, safety, and environment.||2021-09-28||2021                
16639250137901|Hanford Online Charter|7|- SBAC/ELPAC testing - CFAs in all subjects - Intake meetings - Grades - Credit accrual tracking - Personal Credit Record - Completion (course, contract, program) tracking - Attendance - Weekly online participation|- Two graduation tracks - Transcript analysis - Concurrent enrollment at West Hills or COS - PFT testing (area of need) - Additional electives - Access to all classes|- CTE classes/program/indicators - under development - Physical Education (PE) - additional PE classes are being added. Verifying that all students have met the requirements. - Electives - Additional elective courses are needed that mirror course options at the comprehensive sites.|- The eDynamic CTE and Elective program has been purchased to meet the needs for more CTE credits and define that program.  - We need to maintain our concurrent enrollment at West Hills and College of Sequoias.||2021-10-12||2021                
16639330000000|Island Union Elementary|7|Providing Access: 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 district.  The teacher of the class teaches all subjects to their students.|Monitoring Curriculum: Since we have self-contained K-8 classrooms, we use student enrollment, class lists, and class schedules to ensure all students continue to have access to a broad, rigorous standards-aligned curriculum throughout the school year.  Island's Curriculum Team, with a representative from each grade level, help select, inform teams about current program review and potential additions to the curriculum provided.|Determining Barriers: Each classroom is taught by highly qualified, multiple-subject credentialed teachers, we haven’t been able to identify any barriers in providing a broad course of study to all students. However, we keep a close eye on employee attendance because we know the best teacher is not a substitute.|Next Steps: We will continue to offer a broad course of study to all of our students including EL students, socially economically disadvantaged students, students with disabilities, and Foster students. One consideration for next year's LCAP, is adding a Teacher on Special Assignment (TOSA) to provide instructional coaching, grade-level pacing, and assessment revisions, and monitor student data of progress and success.||2021-06-23||2021                
16639336010466|Island Elementary|7|Providing Access: 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 district.  The teacher of the class teaches all subjects to their students.|Monitoring Curriculum: Since we have self-contained K-8 classrooms, we use student enrollment, class lists, and class schedules to ensure all students continue to have access to a broad, rigorous standards-aligned curriculum throughout the school year.  Island's Curriculum Team, with a representative from each grade level, help select, inform teams about current program review and potential additions to the curriculum provided.|Determining Barriers: Each classroom is taught by highly qualified, multiple-subject credentialed teachers, we haven’t been able to identify any barriers in providing a broad course of study to all students. However, we keep a close eye on employee attendance because we know the best teacher is not a substitute.|Next Steps: We will continue to offer a broad course of study to all of our students including EL students, socially economically disadvantaged students, students with disabilities, and Foster students. One consideration for next year's LCAP, is adding a Teacher on Special Assignment (TOSA) to provide instructional coaching, grade-level pacing, and assessment revisions, and monitor student data of progress and success.||2021-06-23||2021                
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, world 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.  2019-20, 98% scored a "2" or higher in English and mathematics.  100% received a "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 2019-20, 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 world language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education.  In 2019-20, 97% scored a "C" or better in English (including embedded CTE), mathematics, social science and science.  100% received "Credit" in world 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 typically participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden and Science clubs when not impacted by a pa|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.||2021-06-29||2021                
16639580000000|Kit Carson 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 district.  The teacher of the class teaches all subjects to their students.|Since we have self-contained K-8 classrooms, we use student enrollment, class lists, and class schedules to ensure all students continue to have access to a broad, rigorous standards-aligned curriculum throughout the school year.  Kit Carson's Curriculum Team, help select, inform teams about current program review and potential additions to the curriculum provided.|Each classroom is taught by highly qualified, multiple-subject credentialed teachers, we haven’t been able to identify any barriers in providing a broad course of study to all students. However, we keep a close eye on employee attendance because we know the best teacher is not a substitute.|We will continue to offer a broad course of study to all of our students including EL students, socially economically disadvantaged students, students with disabilities, and Foster students. One consideration for next year's LCAP, is adding a part time curriculum coach to provide instructional coaching, grade-level pacing, and assessment revisions, and monitor student data of progress and success.||2021-10-20||2021                
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 and students by grade level for 2020-2021 for the first semester.  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 Technical 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language for our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex.  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 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 and Professional Skills courses are tracked and reported to our stakeholders.  Special education students were low in CTE enrollment.  We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-10||2021                
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. 95.56% of all students are are considered unduplicated or low income students during the 2020-21 school year. 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 6-8, 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.||2021-06-17||2021                
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 through mainstreaming options and adherence to provide every student with the least restrictive environment.|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 was 50% in 2017-2018, 65.4% in 2018-2019 and 54% for the 2019-2020 school year. Middle school participation rates in the music department continues to grow increasing from 26% in 2017-2018 to 28% in 2018-2019 and 29% in 2019-2020.|A barrier to increasing the amount of students receiving music instruction is the time available for this instruction on each school's master schedule. The pandemic also affected the amount of students who could participate in live, in-person music instruction as it affected group sizes that could meet, school schedules and the teacher time set aside to meet with the elementary students. 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 (K-3) 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 and will hire an additional music teacher for the 2020-2021 school year to expand the music program and help it evolve from music appreciation in 4th grade to instrumental or choir instruction.||2021-06-15||2021                
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.||2021-06-15||2021                
16639820000000|Lemoore Union High|7|LUHSD ensures all students, including unduplicated students and students with exceptional needs, have access to abroad 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. LUHSD reported that 201 students participated in music instruction, 817 students participated in visual art instruction, 1,347 students participated in PE in 2019-20. LUHSD offer 11 Career Technical Education (CTE) pathways and had 709 students enrolled in CTE. The current Graduation Rate for LUHSD is 93.7%, which is an increase from 92.% from the previous year. The five year graduation rate is 92.7% for all students.|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.||2021-06-10||2021                
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.|With dual enrollment as a primary focus for LMCHS, some identified barriers lie within the community college area.  Students initially may have difficulty in effectively advocating for themselves at the college level.  The evidence we see for this is the number of Withdrawal grades on student transcripts.|LMCHS has made improvement of student success in dual enrollment courses a priority, in response to the higher number of withdrawal grades on LMCHS student transcripts.||2021-06-10||2021                
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, Infinite Campus, 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 Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, the 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 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. For the 2020-2021 school year, student extra curricular activities have been limited due to health and safety precautions related to the COVID-19 pandemic.  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. Due to health and safety precautions related to the COVID-19 pandemic, classes that commingled cohorts had to be put on hold until the pandemic data reached less restrictive ranges. Therefore multi-class courses such as computers, physical education, and music were not held for the 2020-21 school year for the elementary schools.  Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access.|For the 2020-21 school year, the health and safety measures required by Federal, State, and local health agencies have created some barriers to providing a broad course of study for all students. The health and safety requirements relating to physical education instruction have been a challenge. Additionally, some courses of study offered to elementary aged students required commingling of cohorts. Those courses were put on hold for the school year to ensure that students’ health and safety was the top priority.    In a typical school year, 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 at the middle school level. 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.|The District continues to monitor the most recent information on health and safety precautions for the COVID-19 pandemic and updates its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study. Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development for the 2021-22 school year include English Language Development, mitigating learning loess, and social-emotional learning. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. 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.||2021-05-12||2021                
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, Infinite Campus, 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 Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, the 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 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. For the 2020-2021 school year, student extra curricular activities have been limited due to health and safety precautions related to the COVID-19 pandemic.  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. Due to health and safety precautions related to the COVID-19 pandemic, classes that commingled cohorts had to be put on hold until the pandemic data reached less restrictive ranges. Therefore multi-class courses such as computers, physical education, and music were not held for the 2020-21 school year for the elementary schools.  Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access.|For the 2020-21 school year, the health and safety measures required by Federal, State, and local health agencies have created some barriers to providing a broad course of study for all students. The health and safety requirements relating to physical education instruction have been a challenge. Additionally, some courses of study offered to elementary aged students required commingling of cohorts. Those courses were put on hold for the school year to ensure that students’ health and safety was the top priority.    In a typical school year, 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 at the middle school level. 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.|The District continues to monitor the most recent information on health and safety precautions for the COVID-19 pandemic and updates its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study. Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development for the 2021-22 school year include English Language Development, mitigating learning loess, and social-emotional learning. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. 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.||2021-05-12||2021                
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, Infinite Campus, 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 Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, the 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 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. For the 2020-2021 school year, student extra curricular activities have been limited due to health and safety precautions related to the COVID-19 pandemic.  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. Due to health and safety precautions related to the COVID-19 pandemic, classes that commingled cohorts had to be put on hold until the pandemic data reached less restrictive ranges. Therefore multi-class courses such as computers, physical education, and music were not held for the 2020-21 school year for the elementary schools.  Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access.|For the 2020-21 school year, the health and safety measures required by Federal, State, and local health agencies have created some barriers to providing a broad course of study for all students. The health and safety requirements relating to physical education instruction have been a challenge. Additionally, some courses of study offered to elementary aged students required commingling of cohorts. Those courses were put on hold for the school year to ensure that students’ health and safety was the top priority.    In a typical school year, 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 at the middle school level. 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.|The District continues to monitor the most recent information on health and safety precautions for the COVID-19 pandemic and updates its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study. Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development for the 2021-22 school year include English Language Development, mitigating learning loess, and social-emotional learning. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. 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.||2021-05-12||2021                
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, Infinite Campus, 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 Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.|After a review of the measures and tools in item 1, the 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 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. For the 2020-2021 school year, student extra curricular activities have been limited due to health and safety precautions related to the COVID-19 pandemic.  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. Due to health and safety precautions related to the COVID-19 pandemic, classes that commingled cohorts had to be put on hold until the pandemic data reached less restrictive ranges. Therefore multi-class courses such as computers, physical education, and music were not held for the 2020-21 school year for the elementary schools.  Pioneer District has a long history of providing a broad course of study to students at all grade-levels. The District will continue to monitor these programs to ensure that all students have access.|For the 2020-21 school year, the health and safety measures required by Federal, State, and local health agencies have created some barriers to providing a broad course of study for all students. The health and safety requirements relating to physical education instruction have been a challenge. Additionally, some courses of study offered to elementary aged students required commingling of cohorts. Those courses were put on hold for the school year to ensure that students’ health and safety was the top priority.    In a typical school year, 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 at the middle school level. 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.|The District continues to monitor the most recent information on health and safety precautions for the COVID-19 pandemic and updates its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study. Based on student academic performance results, review of the tools listed in item 1, and analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development for the 2021-22 school year include English Language Development, mitigating learning loess, and social-emotional learning. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. 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.||2021-05-12||2021                
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.  AERIES is able to track the inclusion of unduplicated student groups and individuals with exceptional needs. Dataquest is used to identify the percentage of students enrolled in Advanced Placement (AP) Coursework Percentage of graduating seniors meeting UC A-G requirements, in 2019-20, the A-G completion rate was 52%. Career Technical Education (CTE) Pathway Completion, in 2019-20, 37% of students completed a CTE course sequence.|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 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, including unduplicated, English learners, and foster youth. This school year RSUSD, via LCAP funding, continues to maintain a 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.  Reclassification rate was  0% this year, school sites will focus on providing language acquisition support for English learners aligned to the CA English Learner Roadmap in all content areas to secure continuous progress toward English proficiency.||2021-06-17||2021                
17101730000000|Lake County Office of Education|7|Our Master Schedule, found in the Student Information System, is the tool we use for identifying the extent to which all students have access to and are enrolled in a broad course of study.  Students are provided access to board-approved instructional materials, PE and art instruction.  To provide a wider range of course choices than would be possible in our small schools, computer-based instruction is also available.|There are no differences between school sites or student groups at the sites, related to enrollment in or access to courses.  Secondary students at both schools have access to an on-line platform that provides a wide variety of courses, including A-G courses and electives.  All high school students have access to dual enrollment if appropriate.  A small number of Clearlake Creativity School students return to their home school for part of the day, as appropriate for their transition plan.|Our very small enrollment is the biggest barrier to providing a more robust course offering but we handle this through the use of on-line and computer-based learning.|Both of our schools are investigating options, both virtual and in-class, to provide a wider range of course offerings.  Students at CCS are provided instruction through Workability and students at both sites have access to supplemental materials.  As the College and Career Readiness Indicator continues to add components, both schools will look at the possibility of internships and student-developed and student-run businesses.||2021-06-23||2021                
17640140000000|Kelseyville Unified|7|As reported in the Kelseyville USD 2021-22 Local Control Accountability Plan Annual Update, 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 2021-22 LCAP 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.  We also face the challenges of new independent study requirements that were inacted for the 2021-22 school year.|Kelseyville USD continues to expand the educational options for students and families as evidenced by the expansion of our independent study program, Kelseyville Learning Academy, the reinstatement of our music programs for grades 6-12, and our commitment to increasing the number of dual enrollment opportunities for our grades 9-12 students.||2021-05-18||2021                
17640220000000|Konocti Unified|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 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 online 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 courses to students through the college. The collaboration between the two agencies continues to strive for more alignment in course offerings and schedules.||2021-06-14||2021                
17640300000000|Lakeport Unified|7|We use the CLHS and NHS master schedules 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 CLHS student has access to a broad course of study except when there are conflicts with singleton classes. Our NHS master schedule shows limited number of course offerings unless students elect to take an online course. We are working to allow all NHS students to access the variety of CTE and other electives at CLHS.|Our biggest barrier to provide a large variety of course offerings is the small size of our high school: 380 students. We have several courses that can only be offered once in the master schedule and at times can be in conflict with other singletons. Students who need academic interventions, special education services or English Language support sometimes have limitations on their course offerings.|We are working to add strategic math intervention courses for students who are struggling. In reviewing our local assessment (given remotely) we have identified students with learning loss and are working to find ways to add support to their schedules.||2021-06-17||2021                
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.  We are also offering teachers the opportunity to learn a foreign language. 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.   We are piloting a new art curriculum this coming school year.||2021-06-09||2021                
17640550000000|Middletown Unified|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 in MUSD 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 APEX 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 to offer courses to students through the college.  The collaboration between the two agencies continues to strive for more alignment in course offering and scheduling of course.||2021-06-22||2021                
17640550108340|Lake County International Charter|7|All LCICS students have access to a broad course of study. This is not specific to grade level or student population.|All LCICS students have access to a broad course of study. This is not specific to grade level or student population. All students receive Common Core aligned instruction and interventions/accommodations as needed. All services are provided to all students regardless of income, race, primary language, disability, and/or family situation. All members of the LCICS team focus on the strengths and needs of each student and believe that all students can achieve and excel.|N/A|We continue to add to what we offer to the students at LCICS. We are hoping to introduce language instruction in to the classroom in 2022.||2021-06-28||2021                
17640550129601|California Connections Academy North Bay|7|Course offerings are evaluated each year to ensure staff credentials are best utilized and student interest and need are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class period or to specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has also begun the implementation of an internal credit recovery program called Project Success. During the 2019-2020 school year, historically at-risk high school students passed an average of 75% of their classes in the Project Success program. During the 2020-2021 school year, the average pass rate has increased to 86.3%. These early successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization ran its own in house summer school program for the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. We had a 77% pass rate and an 85% summer graduation rate for those in their last year of high school.|This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.|While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.|For the 2021-2022 school year, the high school electives department and counseling developed a new course request tool. The purpose of this tool was to ensure that all students were able to see all elective course offerings during their spring registration period. Great care was taken to ensure all courses appeared on the tool prior to the spring registration period.|California Connections Academy (CalCA) schools are online charter schools. The broad course of study offered is outlined in the school charter. Through the online instructional delivery model, students have a very wide range of options for coursework. They are able to access a course of study that addresses their individual needs in a personalized manner, ranging from remedial to advanced options. All high school students have access to a very wide range of UC a-g approved coursework, including many Advanced Placement courses. Because of  the nature of online instruction and the use of the school’s Educational Management Platform, demographic, geographic and socioeconomic factors do not create the same barriers for accessing the school’s broad course of study as they might in some traditional public schools.|2021-06-22||2021                
17769760000000|Upper Lake Unified|7|Our students in grade span TK-5 have access to a broad course of study in their core classrooms.  We work to bring in “specials” such as library, robotics, music and provide field trips to enrich and expand the learning experience.  Our students in the 6-8 grade span receive core instruction in addition to opportunities to engage with elective choices to expand their learning opportunities.  Students have access to all subject areas as evidenced by the master schedule.  Our students in the 9-12 grade span have access to multiple pathways and elective opportunities on site as well as through our community college CAC agreement.  All of our learning opportunities are A-G aligned and students' access to a broad course of study is monitored through the master schedule as well as a data technician who will begin to map out plans for students to think about their high school experiences and plan accordingly.|The TK-5 grade span serves multiple subjects within a self-contained classroom.  All grade level team members are provided time to work, collaborate and plan together to ensure that students are all afforded the same opportunities for a broad course of study.  The students in the 6-8 grade span have an elective wheel which constantly changes and expands to make sure that the learning opportunities are rich and meaningful based on the feedback from stakeholders (parents and students).  One example is the inclusion of the maker space to provide expanded learning opportunities.|The barrier that impacts all of our sites and students is the fact that we are a small district with few personnel and therefore few periods/offerings.  We work diligently to increase offerings and expand our broad course offerings despite these limitations.|The students in the 9-12 grade span are expanding their access to a broad course of study by increasing club offerings during the day and ensuring all students are connected to a club.  The students within the TK-8 grade spans will continue to receive a broad course of study as well as co-curricular opportunities such as field trips that are not offered in our rural community.  ULUSD has dedicated resources to expanding the opportunities that we can bring on campus (robotics, music k-12, Mock Trial, Academic Decathlon, etc.) and we reach off campus to expand the opportunities we can provide to our students as well.||2021-06-22||2021                
18101810000000|Lassen County Office of Education|7|N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 7|N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 7|N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 7|N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 7||2021-06-23||2021                
18640890000000|Big Valley Joint Unified|7|The District has 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 an academic school counselor and superintendent/principal) and career/interests survey, and, when needed, a review of their IEP (by a special education teacher). The academic school counselor, administrator, and/or special education teacher work with school office staff to ensure our students are enrolled in the correct 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, the counselor and administrator reviews student transcripts to ensure students are taking a broad course of study that advances students towards culmination/graduation.|The emphasis is greater on social-emotional learning thus all students have annual access to social-emotional learning courses, in addition to a full A-G course load. Finally, our schools, due to their size and rural and remote areas are limited in their Foreign Language and Fine Arts of A-G. However, the strategies offered are more flexible such as Independent Study, online courses through Cyberhigh, UC Scout, and concurrent offerings which allow students to personalize their learning experience based on their future plans while offering more opportunities for A-G courses.|Some barriers that can prevent the District 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 from other districts), which can lead students to earning only partial course credit 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, etc., and this leads to challenges with ensuring students are taking and completing the exact courses they need within our broad course of study.|The District 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 CTE pathways and thus engage in the career readiness they need based on their skill level and transcripts. Third, we are expanding our Positive Behavior Interventions and Support (PBIS) program to reduce chronic absenteeism, help improve student attendance and offer 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.||2021-06-23||2021                
18641050000000|Janesville Union Elementary|7|Williams Report and Master Schedule|All students have access to and are enrolled in a broad course of study|There is no barrier|This question is not applicable||2021-09-02||2021                
18641130000000|Johnstonville Elementary|7|2019-2020 school year schedule: TK-5th grade: * Students are in a self-contained class room throughout the day 6th grade: * Students are in self-contained classroom for all academic courses * Students participate in the Enrichment class offerings 7th-8th grade: * Students transition to one teacher for Social Studies and English Language Arts and transition to a second teacher for Math and Science. * Students participate in the Enrichment class offerings  Enrichment class offerings: * Digital Citizenship and Technology  * Economics  * Spanish   Each course is offered each trimester and each class rotated into the courses in succession, i.e.  6th grade enters Digital Citizenship/Technology, then Economics, and then Spanish, 7th grade enters Economics, then Spanish, and finally Digital Citizenship/Technology, 8th grade enters Spanish, then Digital Citizenship/Technology, and finally Economics   2020-2021 school year schedule:  TK-8th grade:  * Students are in a self-contained class room throughout the day  * No enrichment courses were offered due Covid-19 restrictions   Student transcripts, as recorded in the school information system, are utilized to assess whether students have access to, and are enrolled in, a broad course of study. Special Education Services are scheduled by the Special Education teacher in accordance with the student's IEP.|2019-20 An analysis of the student transcripts indicates the breadth of the course load. All transitional kindergarten through fifth grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. All sixth through eighth grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. In addition, 100% of the 6th-8th grade students participate in the enrichment courses. This enrichment courses offerings of Spanish, Economics, and Digital Citizenship/Technology. All sixth through eighth grade students, within their grade-level classes, rotate through all three enrichment courses, transferring at the beginning of each trimester.   2020-21 All transitional kindergarten through fifth grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. All sixth through eighth grade students are currently enrolled in: English Language Arts, Mathematics, Social Studies, Visual and Performing Arts, Science, Health, and Physical Education. Due to the various restrictions put into place due to Covid-19, Johnstonville Elementary School District was unable to offer enrichment courses. The District plans to reinstitute enrichment classes during the 2021-22 school year.|Johnstonville Elementary School’s small school size creates an inherent stumbling block for providing access to, and enrollment in, a broad course of study. Low student enrollment creates some budgetary constraints that do not allow for additional full time teachers to be employed in the district. There is a need for multiple subject credentialed teachers to take upon themselves courses that would normal be reserved for single subject credentialed teachers. In addition, Lassen County and Johnstonville’s remote location makes it difficult to find instructional instructors with expertise in some of the applied arts and world languages that would be willing to work in the LEA on a part time basis.|Johnstonville Elementary School 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. In addition, 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. In addition, the LEA will continue to seek out additional funding sources to supplement LCAP funds. These funds will be utilized that enable the current staff to receive professional development in the areas of applied arts, career technical education, and foreign language. In addition, grants are being explored that would help the LEA expand/modify the facilities that would, in conjunction with the aforementioned professional development, help all students gain access to courses in the areas of applied arts, career technical education, and foreign language.||2021-06-15||2021                
18641390000000|Lassen Union High|7|1.  Aeries provides the district with the ability to track student requests and successful course selections to fulfill the course requirements for graduation.  Over 98% of students are able to be provided a broad course of study across all grades spans and unduplicated student groups.  The 2% of the population who is unable to reach the threshold to be considered a broad course of study is due to a disability or from past academic failures that have limited some of the opportunities that are available due to class scheduling conflicts.  Opportunities are provided for the least restrictive environment as appropriate for the students academic, social and mental health.|2.  All students entering Lassen Union High School District have the opportunity to participate and be actively engaged in a broad course of study.  Academic performance may limit some individual's opportunities for certain experiences due to the need to retake specific classes that a student needs to master in order to meet the graduation requirements.  Additionally students who have been expelled from the traditional high school or choose to attend the alternative/continuation (CDS or Credence High) school programs may have certain opportunities unavailable at their specific school site.  With the utilization of PLATO classes opportunities do still exist for some advance placement courses along with some CTE courses.  After close analysis of the course offerings and the students being served at our alternative and continuation schools it was decided to hire a staff members who could bring additional CTE courses to our unduplicated student groups that are present in these two schools.|3. Due to the extensive course offerings that we have at our school and limited schedule that limits the number of courses a student takes some students who have identifiable gaps in their learning are forced to take coursework that will assist them in accelerating their skill level to perform with their peers.  The need to ensure students academic success in Math and English may limit specific courses from being studied by a student.  Supplemental course offerings are available for these students but barriers must be overcome to ensure equal access to a rigorous set of courses.   Additional support is provided to our foster youth students.  Research shows that constant instability for these students limits educational opportunities and gaps in their learning process.  Additional tutoring, counseling and other support services are available but stability for some of these students limits their success.|4.  The addition of the student support specialist has helped our unduplicated students.  A personal advocate for these students has helped many of these student find success.  The increase of additional counseling support will help mitigate some of the social and emotional struggles that some of these students face.  Data will be collected over the next two years to determine the effectiveness of this additional support in broadening the opportunities of our students to pursue different pathways and A-G completers. The LEA has also decided to increase the number of administrators at the school district to provide additional oversight of attendance and academic performance of its students.  The goal is to see a decrease in truancies across the district while seeing an increase in the academic performance of its students.||2021-08-26||2021                
18641620000000|Ravendale-Termo Elementary|7|1. 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.|2. 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.|3. 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.|4. The district will continue to monitor and track student access and enrollment in a broad course of study.||2021-06-23||2021                
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.||2021-10-19||2021                
18641960000000|Susanville Elementary|7|1. 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.|2. 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.|3. 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.|4. The district will continue to monitor and track student access and enrollment in a broad course of study.||2021-06-23||2021                
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 for graduation in grades 9-12.  High school students are enrolled in independent study and they have choices of online courses, a-g credit, as well as text-based or project-based work.   100% of students in grades Tk-8 are enrolled in required classes.|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.  The LEA seeks to increase enrollment in rigorous A-G coursework and foreign language classes.  The LEA discovered there was not a specific course for grades 7-8 in the course catalog for foreign language, rather an “elective rotation”.  This is being added in order to accurately measure enrollment.|Thompson Peak will update the course catalog to include foreign language for grade 7-8 and will work with the SIS to develop customized reports for evaluating enrollment in foreign language courses for grade 7-8.||2021-10-14||2021                
18642040000000|Westwood Unified|7|1. The academic counselor reviews the course catalog and the student information system and has confirm there is access to all required classes. The registrar reviews every high school students course enrollments at the start of every semester to insure enrollment and courses required for graduation. This information is shared with teachers, students and families. The superintendent/principal reviews courses for students and TK through 12.|2. Students are enrolled in ELA, math, ag. Science, social studies, PE, and a variety of electives including art and music. Drivers education in porn language courses are available online. CTE classes are closely monitored for pathway progress. High school students complete a 3G sequence of coursework as well.|3. Success in foreign language as well as the participation rate and a through G courses needs to be addressed. Barriers for each would include: lack of credentialed staff and foreign language to support speaking and listening skills and a desire to pursue post secondary educational options for some of our students. We have a percentage of students who do not meet the minimum grades in their coursework to qualify for a through G credit.|3. Success in foreign language as well as the participation rate and a through G courses needs to be addressed. Barriers for each would include: lack of credentialed staff and foreign language to support speaking and listening skills and a desire to pursue post secondary educational options for some of our students. We have a percentage of students who do not meet the minimum grades in their coursework to qualify for a through G credit.||2021-10-20||2021                
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.  Using the course catalog, 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 for graduation in grades 9-12.  High school students are enrolled in independent study and they have choices of online courses, a-g credit, as well as text-based or project-based work.   100% of students in grades Tk-8 are enrolled in required classes.|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.  The LEA seeks to increase enrollment in rigorous A-G coursework and foreign language classes.  The LEA discovered there was not a specific course for grades 7-8 in the course catalog for foreign language, rather an “elective rotation”.  This is being added in order to accurately measure enrollment.|Long Valley will update the course catalog to include foreign language for grade 7-8 and will work with the SIS to develop customized reports for evaluating enrollment in foreign language courses for grade 7-8.||2021-10-14||2021                
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 monitor student growth, 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, low-income, incarcerated, foster youth and students with disabilities receive focused 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 data from intervention programs and formative assess|Students enrollment and access to a broad course of study is evident in Aeries (LACOE’s student information system). Odysseyware, is the adopted digital textbook for all Juvenile Court Schools (JCS) County Community Schools (CCS). Additionally, students in JCS and CCS have access to college courses and Career Technical Education courses. These schools are year-round and have continuous enrollment. All LACOE 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, due to the COVID-19 pandemic, instruction needed to be modified in a virtual setting for all LACOE schools. Professional development for teachers focused on technology and learning several different learning management systems. This also affected our Career Technical Education (CTE) courses due to the inability to do hands-on activities with the students.|LACOE Educational Programs is back to in-person learning. CTE courses at both our juvenile camp schools and county community schools are in progress. Additionally, the specialized schools, LACHSA and IPoly, are in the process of developing a CTE pathway for the 2021-22 school year.||2021-06-15||2021                
19101990100776|North Valley Military Institute College Preparatory Academy|7|NVMI uses its graduation rate 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, because our graduation requirements are equivalent to the UC/CSU a-g entrance requirements.|While it takes some students additional time 100% of NVMI students successfully graduate.|Student at NVMI experience Adverse Childhood Experiences (ACEs) at rates four times the national average.|NVMI continues to expand available academic and socio-emotional supports to maximize students' success across all four NVMI pillars Academics, Leadership, Citizenship, and Athletics.||2021-06-29||2021                
19101990106880|Jardin de la Infancia|7|The locally selected tools used by Jardin de la Infanciat to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, student progress reports, English Language Learner identification, and Individualized Education Plans.|The locally selected measures demonstrate all Jardin de la Infancia's TK-1 students have access to a broad course of study.  All students participate in Art, Music, and Physical Education which provides additional enrichment opportunities for all TK-1students. Students who are struggling academically have the support of Educational Therapist, 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 Jardin 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.||2021-10-28||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
19101990115030|Magnolia Science Academy 3|7|MSA-3 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-3 strives to offer a well-rounded education to our students.  MSA-3 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student 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 Computer Science, AP English Lang, AP Statistics, AP Spanish 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 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.||2021-06-24||2021                
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) and Dual Enrollment  courses based on student needs and interests. The AP courses we have offered this year include AP Spanish Language and Culture, AP Computer Science Principles. 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 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.|2021-06-24||2021                
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.||2021-06-24||2021                
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.||2021-06-24||2021                
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.||2021-10-05||2021                
19101990132605|Valiente College Preparatory Charter|7|Valiente College Preparatory Charter School situated in South Gate serves approximately 160 students in grades 5-8 with the following demographics: 99% Hispanic, 1% African-American, 19% Students with Disabilities (SWD), 29% English Learners (EL), 0.6% Foster Youth (FY), and 85% Socioeconomically Disadvantaged (SED).  Valiente College Preparatory offers a college preparatory educational opportunity for students in a working-class immigrant community where few adults have obtained a college diploma and approximately half have not graduated from high school.  Valiente 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 Valiente College Preparatory Charter School’s educational program.   Valiente 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, unduplicated student groups and individuals with exceptional needs which include: master schedule, 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 Valiente College Preparatory 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: Art, Technology, and Ethics. There are no differences in accessibility to courses, across student groups at Valiente College Preparatory Charter School.|Currently, 100% of the students have access to a broad course of study, and Valiente College Preparatory Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Valiente 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.|MISSION Valiente College Preparatory Charter School educates students to lead lives where they successfully and proactively pursue integrity and excellence.   VISION Valiente College Preparatory Charter School is a public community school that thrives to be unique with social, entrepreneurial, investigative, and holistically personalized opportunities for the advancement of our students and families.|2021-06-28||2021                
19101990134346|Intellectual Virtues Academy|7|IVA utilizes our student information system to schedule students. 100% of students receive access to a broad course of study.  This includes having access to of a-g courses that college preparatory, honors, or AP.  While we are a small school and cannot provide the breadth of electives, we partner with our local community college to have full, free access to their course of studies.|Our students take advantage of this broad access.  For example, they complete a-g requirements at rates that exceed state and local averages.|The largest barrier is our school size.  Having only 100 students prevents us from offering a multitude of electives.|Our students and families are very satisfied with our program.  Not only are parents 100% overall satisfied, they are 100% satisfied when it comes the quality of teaching and the academic standards of the school.||2021-06-21||2021                
19101990134361|LA's Promise Charter Middle #1|7|LA’s Promise Charter Middle School #1 currently serves 169 students in grade 6-8 of with student demographics that include: 66% Hispanic, 27% African American, 2% 2+ Races, 34.3%% English Learners (EL), 19.5% Students with Disabilities (SWD), 0.5% Homeless, 0.5% Foster Youth (FY), and 97.6% Socioeconomically Disadvantaged (SED).    LA Promise Charter Middle School #1 (LAPCMS) 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. LAPCMS 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.   LAPCMS 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): Enrichment block that includes Coding, Film, Philosophy, and Game Boards. 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.|LA Promise Charter Middle School #1 is operated through LA Promise Fund, a nonprofit organization dedicated to preparing students for success in college, career, and life. The Fund creates vibrant community hubs and partnerships that foster motivated, engaged, and directed students, who are poised for academic, professional, and personal success. 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.|2021-06-17||2021                
19101990135582|LA's Promise Charter High #1|7|LA’s Promise Charter High  School #1 currently serves 204 students in grades 9-12 with student demographics that include: 71% Hispanic, 28% African American, 39% English Learners (EL), 29% Students with Disabilities (SWD), 1.0% Foster Youth (FY), and 87% Socioeconomically Disadvantaged (SED). Currently,   LA Promise Charter High 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 High 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 the school’s educational program.   LA Promise Charter High 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, 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 High School #1, all students in grades 9-12 have access to and are enrolled in English, Math, Social Science, Science, VAPA, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs. 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 9-12 have access to and are enrolled in the following courses (based on student choice selection): UC A-G approved courses, AP courses, CTE Pathway, dual/concurrent enrollment through LA County Community College District (LACCD) There are no differences in accessibility to courses, across student groups at LA Promise Charter High School #1.|Currently, 100% of the students have access to a broad course of study and LA Promise Charter High School #1 will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of LA Promise Charter High 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.|LA Promise Charter High School #1 is operated through LA Promise Fund, a nonprofit organization dedicated to preparing students for success in college, career, and life. The Fund creates vibrant community hubs and partnerships that foster motivated, engaged, and directed students, who are poised for academic, professional, and personal success.|2021-06-17||2021                
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 provides a broad course of study to all students. The school provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
19101990137166|Soleil Academy Charter|7|Soleil Academy serves 198 students in grades TK-3.  Our school provides all students with a standards-aligned educational program. Our student demographics include 94% Hispanic, 6% African American, 36% English Language Learners (ELL); 6% Students with Disabilities, 2% Homeless; and 73% Socio-economically Disadvantaged. Soleil Academy will expand by one grade level annually until Fall 2022 serving grades TK-5.   Soleil Academy 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.    Soleil 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 Soleil Academy’s educational program.   Soleil 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, 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 Soleil Academy, all students in grades TK-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 an Art course.  To provide our students with experiential learning opportunities in Science, our school has hired (2) credentialed Science teachers, which will provide rigorous NGSS-aligned Science instruction for all students.  There are no differences in accessibility to courses, across student groups at Soleil Academy.|Currently, 100% of the students have access to a broad course of study, and Soleil Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Soleil 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.||2021-06-19||2021                
19101990137679|Magnolia Science Academy 5|7|MSA-5 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, Mathematics, Social Sciences, and Science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-5 strives to offer a well-rounded education to our students.   1. MSA-5 designs its master schedule in order to meet the needs of its students ensuring all academic content areas are available to all students, including subgroups. Core subjects (English, Mathematics, Social Sciences, and Science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules, and transcripts, MSA-5 strives to offer a well-rounded education to our students.   MSA-5 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure the satisfaction of UC/CSU requirements.|All MSA-5 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 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, 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 Lang and Culture, AP World History, and AP Computer Science Principles. Moreover, high school students are assisted to enroll in dual enrollment classes through Los Angeles Mission and Valley Colleges. MSA-5 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school.MSA-5 provides access to a college-preparatory, STEAM-focused broad course of study for all.|Some of our newcomers are behind expected coursework, MSA-5 admin team designs their schedule accordingly in an effort to keep them on track to culminate or graduate. Due to the facility constraints, offering more elective courses is a challenge.|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 are career ready.  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 are 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, digital citizenships, 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.||2021-06-24||2021                
19101990138669|Da Vinci RISE High|7|Da Vinci RISE utilizes individualized credit trackers embedded within personalized learning plans to evaluate and customize the pathway and course of study for each student on an 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 DreamSeeDo 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 credit 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 DreamSeeDo so that students have universal access to their educational materials and course of study at any time and from any place. RISE works to provide college and career readiness and exploration opportunities to our students through a class called World of Work which offers support with resumes, cover letters, interview skills and career exploration and more. Additionally our college counselor runs weekly college and career workshops and senior workshops.|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. This transience often leads to dior needs that can impact one's ability to focus on learning and thus impacts academic outcomes. 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 increased support for our students who 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. Additionally, RISE is continuing to expand our job readiness, career and college exploration programming through offering real work learning opportunities through micro-internships with industry professionals.||2021-06-16||2021                
19101990139170|Lashon Academy City|7|Lashon Academy City 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 administrator ensures all individuals with exceptional needs are served within the most appropriate placement 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 City does not experience any barriers preventing the LEA from providing access to a broad course of study for all students. 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 City 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.||2021-10-05||2021                
19101990139345|We the People High|7|We the People High School's Student Information System, PowerSchool, is used to create and track course enrollment for all students. 100% of students are enrolled in a rigorous course of student that meets A-G requirements. We the People High School follows a full inclusion model where 100% of students with disabilities are included in the core curriculum and general education setting with  push in and/ or pull out support according to each student's Individual Eductation Plan (IEP).|100% of all students have access to a broad and rigorous course of study that meets California state standards and is A-G aligned. Students are provided with differentiated supports within their classes and through their "flex time" block to access the core curriculum in all core classes.|N/A|N/A||2021-10-25||2021                
19101996116883|Odyssey Charter|7|Odyssey students, including all student subgroups, unduplicated students, and students with exceptional needs, have access to and enroll in our academic and educational program as outlined in the Charter per our student information system as a tracking tool to ensure accessibility.|Using our 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.||2021-06-15||2021                
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's 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 the satisfaction of UC/CSU requirements.|As evidenced by our master schedule, elective forms, class rosters, student schedules, and transcripts, all students have access to a comprehensive course of study as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, specific programs, and services dependent on student needs and interests. We provide CCSS aligned ELA and Math intervention classes to all students who need additional support and designated and integrated ELD instruction 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-1 provides students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we offer are AP English Lit,  AP English Lang, AP Stats, AP Computer Science Principles, AP Biology, AP Spanish Lit,  AP Spanish  Lang, AP US Government, AP US History, AP World History, AP Studio Art 2D,  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 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 the satisfaction of UC/CSU requirements.|MSA-1 provides access to a college-preparatory, STEAM-focused broad course of study to all our students.|MSA-1 will continue to provide access to a college-preparatory, STEAM-focused comprehensive course of study for all our students. We will ensure that all our students graduate college and career ready.  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, and SEL programs, 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 educational experience to our students.|MSA-1 provides students with a broad array of courses, including core subjects and electives outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, specific programs, and services dependent on student needs and interests.|2021-06-24||2021                
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 another tool for counselors and administrators to verify that students are “on track” to meet requirements by subject area and grade level. District and site administrators have 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, the District coordinates monthly meetings with counselors and secondary administrators to review quarterly student progress and address concerns with student access to coursework.|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. Efforts to attain UC approval for more CTE courses may increase student enrollment in CTE courses. It is important to note that due to the COVID-19 pandemic, adjustments in grading policies were made to support students to reach their college and career goals. Students were given the option to choose Pass/No Pass or receive letter grades for the Spring of 2020. In addition, students who finished incomplete coursework, during the Summer of 2020, earned full credit for the course.  Despite the challenges of the pandemic, the A-G completion rate was maintained at 58.9%. Most school sites maintained or had slight increases in their A-G rates. Schools offered an eight-period block schedule, which allowed students to access courses for academic support and credit recovery, during the school day. Students also had access to a robust summer school program that offered credit recovery and original credit courses; additional support, in the form of weekly tutoring, was available to students throughout the school year.|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. A barrier for students who are English learners, special education, and/or foster youth are the academic support courses offered to help students meet their academic and/or English proficiency goals. Courses such as, English language acquisition, special day classes, and intervention support, are intended to address students’ academic needs. These support courses are only offered during the school day, which limits student access to A-G courses. Schools made an effort to eliminate this barrier by offering zero and seventh period courses. However, a decrease in students' attendance in courses offered during zero (6:45 a.m.) or seventh (3:30) period resulted in schools returning to offering support courses during the regular school day; thereby, ensuring all students had access to courses needed to meet the graduation requirement.  Despite these challenges, schools continue to explore block schedules and seventh period options as a way to increase student access to A-G courses. The District has also expanded summer school and online course options, which provides students (English learners, special education, etc.) increased opportunities to complete A-G courses for original credits beyond the regular school day.|The District provides 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 day (e.g. support courses, CTE, and ‘A-G’ courses). Other schools are currently exploring 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 availability of Dual Enrollment courses offered with Cerritos College also supports students' access to a broad course of study. Finally, Read 180, which is the English Learner (EL) adopted curriculum, recently became approved for English credit for UC/CSU admissions. Therefore, EL students who take this course, can now receive UC ‘A-G’ English credit while they receive support in their language development.||2021-10-05||2021                
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 primary barriers that may be preventing all of our students access to a broad course of study is functional technology to participate in Distance Learning.  This isn’t just a devices, but reliable connectivity as well.  Furthermore, the needs of Special Education students continue to be 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 severe 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 access to technology, including but not limited to approximately 5,000 hot spots for connectivity, over 10,000 chromebooks to access materials and over 600 Promethean boards to facilitate access to a broad course of study to students in Distance Learning and At-School.||2021-06-09||2021                
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 schools 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 primary barriers that may be preventing all of our students access to a broad course of study is functional technology to participate in Distance Learning.  This isn’t just a devices, but reliable connectivity as well.  Furthermore, the needs of Special Education students continue to be 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 severe 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 access to technology, including chromebooks and hot spots to any student that needed them and over 20 Promethean boards to facilitate access to a broad course of study to students in Distance Learning and At-School.||2021-06-09||2021                
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 and students by grade level for 2020-2021 for the first semester.  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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|Upon enrollment, each student’s transcript is analyzed to determine their personalized academic plan.  In addition, anecdotal data is collective to determine additional wrap-around services that may be needed. At the same time, we determine the most efficient and effective way for our students to engage in their learning: independent learning, small group instruction, with tutorials, or online learning.  In addition, both hotspots and computer devices are provided to students to further eliminate barriers to access curriculum and support.  While all students have access to the full course catalogue, the lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) and Dual Enrollment (College Course) an LCAP goal.  Enrollment in these courses is tracked and reported to our stakeholders.  We will continue to promote and support student interests in College/Career courses through their individualized plans, and we have seen participation steadily increase.||2021-06-01||2021                
19642610000000|Arcadia Unified|7|Grades TK - 5 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 students have full access to a broad course of study as defined by the California Education Code. Students in grades K - 5 receive markings on their report cards to show their progress in each standard,except for students with disabilities who are graded on their individual education plans. 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, offering a wide variety of elective classes.  Arcadia High School offers comprehensive programs in Athletics, Visual and Performing Arts and CTE. A broad course of study with classes that meet A-G eligibility and fulfill graduation requirements are offered to all students. Honors and AP courses are open to all students as long as they have received a college qualifying “C” or better in the prerequisite course. Over 70% of students at Arcadia High School are enrolled in one or more Honors/AP classes during their high school years. 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. 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.  Also, due to the COVID pandemic, our independent study program has expanded dramatically this year with around 200 students enrolled.|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. At two of the middle schools in AUSD, a zero period PE was added to give students in ELD and intervention classes the opportunity to take an elective class during the school day.  This additional PE class added many students to AVID and math support classes because students can now take an academic and “fun” elective.  It also gives students access to a broader course of study at the middle school.     At the elementary level, we restructured our Visual and Performing Arts to include art education K-2 and music classes 3-5. This additional funding gives elementary students a broader course of study in elective areas which increases participation in these subjects at the middle schools.  At Arcadia High School, CTE offerings increased this past year to give more options to students.  AUSD secondary schools have increased the participation of students with disabilities in general education through collaborative classes.  In 2014, 29% of students with disabilities spent most of their school day in a general education setting.  In September 2021, 60% of students with disabilities spent most of their school day in a general education setting, resulting in significantly improved access to a broad course of study.||2021-06-22||2021                
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.|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. During the COVID-19 pandemic and state health department mandates for school closures, courses were available virtually. 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 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 learning English to access courses during a 7th or 0 period in the school day.|Barriers preventing AUSD from maximizing broad course of study offerings to all students include impacted student schedules and small school sizes in the district. 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. Furthermore, the impact of the COVID-19 pandemic caused changes to instruction due to distance learning, while AUSD offered all courses, virtual learning both synchronous and asynchronous learning took place during the 20-21 school year. 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.|In response to the data collected to measure AUSD's efforts in ensuring access to a broad course of study for all students, the district will work during the 2021-2022 school year to continuing offering 0 and 7th-period course offerings, increase the availability of online a-g courses available to students, and grow our college and career programs so that additional course options are available to secondary students. The Board of Education is also examining school size and reorganization options that will enhance the courses offered to students. Further, the district and schools will continue focused work on equity and inclusion by examining enrollment in courses and programs as well as implementing more culturally relevant teaching and learning in current courses.|Despite the impact of the COVID-19 pandemic, AUSD provided opportunities for students to access a broad course of studies through a virtual format, including the Distance Learning Block Schedule Plan 2.0, online independent study courses, and our Summer Extravaganza which took place in person.|2021-06-22||2021                
19642870000000|Baldwin Park Unified|7|Baldwin Park Unified School District employs standardized processes and procedures to efficiently and effectively track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  Regularly scheduled Curriculum Council meetings review all course requirement needs, appropriate pathways, and new course proposals.  A review of reports from the district’s student information system summarizes access and enrollment based upon grade spans, unduplicated student groups, and students with special needs.  An administrative review of master schedules ensures a balance of offerings and equity for all courses.|Students in grades 1 through 6 are provided courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education.  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, and Career Technical Education.    Curricular focus areas ensure additional opportunities for students across the district.  Baldwin Park Unified School District offers a STEM Academy focusing on the integration of Science, Technology, Engineering, and Mathematics, a Dual Language Program that provides students the opportunity to excel in two languages, Career Technical Education where students learn academic and technical skills, knowledge, and training, and an independent study program, also known as DLAB - Digital Learning and Beyond, where students work at their own pace to achieve mastery.|Barriers identified included students’ level of language acquisition, learning disabilities, social-emotional health, and lack of connectedness.|To ensure a broad course of study for all students included revisions, decisions, and actions in the Local Control and Accountability Plan: •	Continuation of supports for students through Curriculum Technology & Intervention Coaches.   •	Continuation of supports for schools and Curriculum Technology & Intervention Coaches through Teachers on Special Assignment. •	Alignment of strategies from AB86 Expanded Learning Opportunities with the Local Control and Accountability Plan. •	Focus on Science, technology, engineering, and math integration.  Development of a STEM Academy. •	Extended learning program options that operate outside of the regular school day.  •	Expansion of co-teaching model to increase access for students with disabilities to core curriculum and increase opportunities for inclusion.    •	Focus on digital literacy for all students and staff. •	Overall goal is focused on the TOTAL student. •	Social-emotional wellness for all students. •	Student connectedness to school, with a metric to measure progress. •	Student wellness for ALL students. •	Student safety for ALL students. •	Focus on increasing the school-to-home connectedness.  Reaching the families that are not participating. •	Exploration of parent communication tools to reach all families. •	Community engagement to increase partnerships in educating students.||2021-06-22||2021                
19642871996479|Opportunities for Learning - Baldwin Park|7|OFL- BP creates individualized learning plans designed for each student in order for them to meet the requirements of graduation and in preparation of their pursuit of academic, personal, and career goals.  Upon enrollment, English Learners and Students with Disabilities are identified and services are provided to ensure they have the support needed to succeed in the program. The English Language Development (ELD) Specialist and Special Education Specialist (SES) Teachers become part of the instructional planning team to ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE.  All students take a diagnostic assessment, RenStar three times per year to determine appropriate course placement.  With this data, instructional plans are routinely refined and students are provided intervention support services and access to additional intervention staff.  Teachers and Counselors track the progress of academic plans on a monthly basis to ensure necessary progress is being made, and individual plans are adjusted, as needed.  All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the mastery 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, which can include independent study workbooks, direct instruction classes, and online learning.|All OFL-BP students have access to a broad course of study, and planning guides are used to determine courses necessary for filling in gaps in grade level courses.  Our blended learning model gives access to Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through the Edmentum LMS platforms offered charter-wide. All Core subjects are A-G approved curricula and meet NCAA guidelines. Direct Instruction courses that are offered to students can differ at every learning center, but students are welcomed to travel to different learning centers to attend a course that is not being offered at their home site. Courses taught are based on student course completion data and analyzed RenStar ELA and Math benchmark data. Additionally, students requiring differentiated instruction to support their learning needs have access to Response To Intervention (RTI) curriculum through Exact Path, and Achieve 3000 courses. In addition, iLit ELD curriculum is utilized with our English Learners.|Pre- pandemic, barriers preventing access to a broad course of study vary from school site, and is largely dependent on student demographics, school site square footage, and direct instruction classroom space. In terms of resources, technology is needed to access Edmentum courses, which may be an issue for a center with a higher number of students identified as Free ReducedMeal Plan(FRMP), but may not be for a center with a lower number of FRMP students. Access to chromebooks and hotspots often become barriers to our students who are wishing to take Edmentum courses but do not have them. This barrier was exacerbated during the initial shift to distance learning as the schools had to procure multiple devices and secure connectivity for some students when supply was low. Although the school ultimately was able to procure the necessary devices to continue offering courses to its students, not all students wanted to transition to the digital curriculum as they preferred the paper curriculum version instead or disengaged from the academic program during this time. Due to the pandemic, in-person course offering had to be halted to adhere to health orders.  Course and/or course components that were able to be adapted were transitioned to virtual platforms but other in-person options were halted for the school year.  Pre-pandemic social-emotional barriers, such as anxiety and depression limited the students' desire to access all OFL-BP resources.|OFL- BP was able to  expand on some existing programs and implement some new interventions and resources.  OFL-BP was able to expand its CTE pathway offerings and include a higher percentage of the interested student population.  We will continue to expand into other pathways as we determine student interest or need.OFL-BP made a full transition to the Edmentum LMS.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements.  Also, Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses.  The curriculum department released some new courses in the past two years, many of which resulted in further alignment to the CCSS and NGSS.  And finally we were able to fully implement the ELD intervention program, iLit.||2021-06-15||2021                
19642950000000|Bassett Unified|7|Bassett USD 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 study.  Additionally, course enrollment reports developed in the district's SIS system identify access and enrollment based upon grade spans, unduplicated student groups, and students with special needs.|100% of BUSD students have full access to a broad course of study as defined by CA Education Code 51210 and 51220(a)-(i).   All BUSD elementary students in Grades TK-5 are enrolled in a broad course of study.  All 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 school day.  All BUSD secondary students have access to a broad course of study within their school offerings. BHS offers specific CTE pathways and programs within a course of study in which students may enroll based on their area of interest.  Bassett HS continues its partnership with Mt. San Antonio College to provide a dual enrollment program.  BUSD continues to increase the number of options students have in selecting specific courses that meet the broad course of study parameters.  For example, the district continues to contract with an after school mariachi program to offer to students in grades 4-6.  These types of programs allow for students, including student groups, to access VAPA programs if their regular school day schedule does not allow for the elective.|The most dominant barrier this past year has been the pandemic.   Other barriers preventing BUSD from maximizing a broad course of study include a lack of time during the regular school day.|Regular analysis of enrollment in broad course of study courses supports the district as decisions are made to ensure access to a broad course of study for all students.  BUSD will continue to offer courses after school and/or Saturday mornings to provide access to additional VAPA courses for all students.||2021-06-15||2021                
19643030000000|Bellflower Unified|7|BUSD tracks progress in meeting priority seven by reviewing course offerings, and enrollment reports 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, Goal 2, Actions 4 and 5 were revised to include increased opportunities for students to participate in extended learning opportunities.||2021-06-17||2021                
19643110000000|Beverly Hills Unified|7|BHUSD went through a curriculum audit through Generation Ready to ensure we are instructing the State Standards, aligned with A-G requirements, and provide 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 May 14, 2019. We have also had similar requirements dating back to August 27, 2013. 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 are enrolled in a broad course of study. We offer close to 40 elective courses at our middle school and close to 90 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 an independent study program to meet the needs of students that are working (actors/ models) to ensure they meet the A-G requirements.|ALL BHUSD 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 robust elective course offerings to our middle and high school students.|BHUSD does 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 and pathways 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.||2021-09-14||2021                
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 2021 year, 100% of the Bonita Unified School District’s students had full access to a broad course of study. Bonita made use of several tools to measure access to the broad course of study. Tools used were Aeries, Illuminate and an auditing tool for high school A-G course completion.|All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. The adopted course of study for grades 1 to 6 includes instruction in the following areas of study: English, mathematics, social sciences, science, visual and performing arts, health, physical education. Elementary students can access certain courses, such as visual and performing arts, both within and outside of the regular school day. All BUSD secondary students have access to a broad course of studies within their school offerings. The adopted course of study for grades 7 to 12 offers courses in the following areas of study: English, social sciences, foreign language or languages, physical education, science, mathematics, visual and performing arts, applied arts, and Career Technical Education. Over time, BUSD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Currently, the A-G completion rate is an indicator of enrollment in the broad course of study. Bonita High School has a 72% completion rate, whereas San Dimas has a 68% 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.|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.||2021-10-06||2021                
19643370000000|Burbank Unified|7|The district uses its student information system to generate course requests, course participation, grades, and attendance to monitor the participation and achievement of all students. District staff then disaggregate the data to monitor specific subgroups and to provide tiered systems of support to all students who need it. For example, based on recent data, the district provided credit recovery to special education students during the schoolyear with new online software that better meets their unique needs. The district also monitors the number of students who are participating in special prgrams, such as the visual and performing arts; dual enrollment; career technical education; and, honors and advanced placement courses.|Hispanic/LatinX enrollment is proportional to the overall enrollment of the subgroup in the district. One area to monitor is enrollment in honors and AP courses which ranges from 201%-26%. English Learners have access to all programs in the district, including honors and AP. There is also a small number of students who are taking dual enrollment college courses. Reclassified students are excelling and have access to the broadest program. Special Education students have access to the core curriculum and as they are able, also have access to higher-level coursework. They are represented in the career and technical education pathways as well as in honors and AP courses. The majority of special education students are in general education math. Foster youth are taking the basic program and a variety of electives, including career technical education. They are not as represented in honors and AP courses. Socially Economically disadvantaged students in the district are well-represented in all curricular offerings.|The largest disparity in access to a broad program of study is for our special education students and Foster Youth. The district's focus is on providing more access to special education students. The goal is to increase the time students are able to access the general education program. For Foster Youth, the problem has been that they often do not stay with us for any length of time. Therefore, the district needs to put supports in place for these students as soon as possible and provide a smooth transition for entering and exiting the district.|The district is responding by creating more access and opportunity for all students. It has increased its number of CTE Pathway course offerings, dual enrollment courses, and courses that are articulated to the local community colleges. This provides students with access to a broader course of study than what the district can offer alone. It is also a Board of Education goal to explore and establish a middle/early college for the Burbank Unified School District so that all students have the opportunity to access college. This will help our English Learners, Homeless students, and Foster Youth in particular since they will not have to leave the school or deal with transportation issues or navigate the college system. Rather, everything is available to them within the regular school day. The district has also invested in new software that is more accessible for our special education students because the reading comprehension level of the main district software for credit recovery was inaccessible for our special education students.||2021-06-17||2021                
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 ensuring 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. School Accountability Report Cards verify student access to Board Approved Instructional Materials. Teacher master schedules are used to track the extent to which all students have access to a broad course of study, including core subjects (English Language Arts, Mathe, Science, and Social Studies), technology, the arts, music, and English Language Development for English Learners.|Castaic is a four-school district, with three elementary schools and one middle school. Our middle school offers courses in which students 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 a Broad Course of Study.|Currently there are no barriers.|Castaic Union annually reviews the LCAP and revises actions to better support students' access, provide additional opportunities, and broaden students’ education experience. The data helps to inform our district as well as our stakeholder groups, in order to make decisions regarding the opportunities offered for students. Castaic receives 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 courses/activities offered to our K-8 grade students.||2021-06-24||2021                
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 200-21 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 provided increased course access and reduced 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.  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, including students in the Functional Living Skills setting, which has been integral to expanding the inclusion model in CVUHSD. Over the past five 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 during the 2020-2021 school year was the need to eliminate the 8-period day across our school sites due to budget constraints. The impact of this change to master schedules was mitigated by offering additional courses outside of the school day. However, the District is utilizing increased and new funding to re-institute the 8-period day at Hawthorne, Lawndale, and Leuzinger High Schools for the 2021-2022 school year. This will undoubtedly serve as an invaluable vehicle for continuing to increase all students’ access to a broad course of study. 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 will continue to expand the  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.||2021-06-22||2021                
19643520128488|Family First Charter|7|FFCS relies upon its student information system including enrollment, attendance, course assignments, course completions and the rate of success for students with exceptional needs.|Student access has been consist for FFCS insomuch as our students are provided individualized learning as a standard practice and within that, students are offered resources to match their stated needs and/or IEP articulated needs.|Our students are highly transient. This means students need to receive services almost immediately in order to produce a greater impact on our metrics.|FFCS will continue to monitor student data and the aforementioned metrics to assess and ensure access is consistent and open to all students throughout our school.|Jail based students have limited to no access to technology. FFCS has procured curriculum to overcome this challenge though we anticipate the goal of ensuring access is an ongoing project.|2021-06-24||2021                
19643520128496|New Opportunities Charter|7|NOCS relies upon its student information system data including enrollment, attendance, course assignments, course completions and the rate of success for students with exceptional needs.|Student access has been consist for NOCS insomuch as our students are provided individualized learning as a standard practice and within that, students are offered resources to match their stated needs and/or IEP articulated needs.|Our students are highly transient. This means students need to receive services almost immediately in order to produce a greater impact on our metrics.|NOCS will continue to monitor student data and the aforementioned metrics to assess and ensure access is consistent and open to all students throughout our school.|Jail based students have limited to no access to technology. FFCS has procured curriculum to overcome this challenge though we anticipate the goal of ensuring access is an ongoing project.|2021-06-24||2021                
19643780000000|Charter Oak Unified|7|The Charter Oak Unified School District analyzes both 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 2020-2021 school year, 100% of COUSD students had full access to a broad course of study as defined by California Education Code 51210 and 51220. The locally selected tool that COUSD used to track students' access and enrollment was the district's student information system, AERIES.|School administrators and counselors use data from AERIES to ensure appropriate enrollment in courses based on grade span, underserved student groups' needs, and individuals with exceptional needs. All students in grades TK-6 are enrolled in a broad course of study. Elementary schools offer access and enrollment in the seven areas identified as broad courses of study, including English, Math, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. There are no differences between our five elementary school sites. Our district serves one middle school. The lone comprehensive high school and lone alternative high school do have differences in course offerings. However, this is in line with the design and services provided by an alternative school site, which primarily services students enrolling in credit recovery based courses. The alternative school does not have the same breadth of elective offerings as our comprehensive high school.|In analyzing the data, there are currently no barriers that prevent COUSD students from accessing a broad course of study, as defined by Education Code.  The District will continue to monitor and take action in the event barriers emerge, particularly for our student groups with the greatest needs.|The District will continue to research and implement ways to increase access to a wide breadth of courses of study for our students.  This is in line with our District Pillar for Student Success, which is to improve the College and Career Ready outcomes for our students.  To that extent, the District will be implementing strategies for all students, particularly our underrepresented students, from accessing a course of study in preparation for a four-year postsecondary education, and/or a course sequenced Career Technical Education pathway.||2021-06-24||2021                
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 4-6 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 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, especially in Grades 7 & 8 where there is no early period, e.g., “zero period”.  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 third year of science.  We are investigating ways to offer credit-recovery outside of the school day to address this issue.|To reduce the failure rate in Integrated Math I, the high school offers a two-year course (Integrated Math IA and IB).  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.  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 offered to high school students to fulfill their world language requirement.||2021-06-24||2021                
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 a broad course of study throughout their tenure in C-VUSD. In addition, 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 courses 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 a broad course of study to students in Special Education. C-VUSD is extremely proud of its graduation rate of 96.2% and students exceed high school graduation requirements by completing the rigorous a-g coursework required by UC/CSU systems. 64% of high school seniors met the a-g requirements. Parent surveys indicate that parents appreciate the emphasis on student balance between academics and connectedness to school through extracurriculars, CTE pathways, arts, and athletics. Student surveys indicate that students appreciate the access to rigor and support for Advanced Placement and International Baccalaureate classes. All schools are in the process of reviewing their intervention process to ensure that Multi-tiered Systems of Support (MTSS) are in place and timely interventions and supports are provided for all students.|Barriers are identified through regular analysis, and the District works to mitigate any access issue to the course of study. 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. In addition, 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 a broad course of study to help inform the district as it makes decisions on offerings and uses LCAP Supplemental and Concentration Funds. The actions and services outlined in our LCAP plan increase access to college and career coursework, enrichment activities, intervention strategies, and consistent support systems for Covina-Valley students will continue through the next LCAP cycle. 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 support 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 parents on their students’ course of study and how a rigorous course of study has long-term positive outcomes for students.||2021-06-28||2021                
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 2020-2021 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 is instrumental as the district develops its implementation plan for the recent change in legislation to the start time of instruction in secondary schools.||2021-06-22||2021                
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 to ensure alignment and integration of resources, staffing, and scheduling so low-income students, English Learners and Foster youth receive 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 and allows schools to highlight trends based on grade spans and specific subgroups of students. Additionally, PLCS use formative assessments to target essential skills for student mastery and progress monitoring.|In 2017-2018 our Board of Education approved a new plan to better prepare all students for college by making the graduation requirements consistent with the UC/CSU “a-g” requirements. Utilizing various data measures, our high schools recognized the need to offer a broader course of study. Thus, they have added 20 elective courses that meet a-g criteria. In addition, the district has implemented an eight-year plan requiring that all students complete three-years of math, two years of a world language, and one year of a visual performing arts class. By 2026, the graduation requirement will be that seniors complete all “a-g” courses with a “C” or better. Additionally, our high schools offer a range of courses serving the college-and-career bound student. Twenty-one Advanced Placement (AP) courses are available to all students in the areas of English, math, science, social science, foreign language, art, and music. Targeted programs are in place to address both the academic and non-academic needs for students. Some of these include: Designated ELD; Advancement Via Individual Determination (AVID) program; Career Technical Education (CTE) programs.|Our schools have recognized and are currently addressing several barriers at the secondary level preventing all students from accessing a broad course of study.   Barrier 1: In the rollout plan for our new “a-g for all” graduation requirements, we discovered that our “a-g” completion rate for our comprehensive high schools was 52%. By analyzing that “a-g” data and our Master Schedules at the high schools, we discovered 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 we need to create solutions based on individual student needs by better aligning our resources, staff, and budgetary allocations to match those priorities.|In 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 our secondary students.    Barrier 1: In response to increasing our “a-g” completion rate, we significantly expanded our summer school offerings by adding more Apex Online courses as well as our traditional summer school courses.    Barrier 2: By adding a third term of summer school to our Master Schedule, students can make up credit deficiencies and earn original credit for courses such as Health, Art 1 and 2, and PE, therefore opening their schedules for more diverse course options.   We have added zero period and 7th period options during the regular school year enabling more students to participate in AVID, CTE, and AP courses.     Barrier 3: At the middle school level, we created a task force to review entrance and exit criteria for the academic support classes. Through this work, we determined our four middle schools were inconsistent in how they place students in intervention classes. We revised our entrance and exit criteria for our core intervention courses permitting students to fluidly move in and out of these classes. Middle schools also added zero and 7th period PE and elective options. By modifying the Master Schedule, students have more choice and access to a broader course of study.||2021-06-15||2021                
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, including instrumental and choral music, dance, foreign language, culinary, and AVID. Additionally, each school has identified its own focus, offering all students 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 courses 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,  including CTE Pathways and Early College. Intentional scheduling of courses eliminates barriers to students so that they may enroll in the course of their choice. Counseling staff work with students to ensure that 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.|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.|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. Middle school elective courses are offered at the high school. They are transported daily to the Duarte High School where they can take Spanish, Culinary, Art, Mandarin, Drama, Choir and Advanced Math.   At the high school level, administration is working with all content departments to carefully monitor enrollment in course offerings. Student outcome data of each department’s classes inform the master schedule. Another action that will support the expansion of a broad course of study is the retention of students from transferring to schools outside the district. Low enrollment limits the course offerings. As the overall enrollment increases, the school is able to offer a broad range of courses.||2021-06-24||2021                
19644690128736|Opportunities for Learning - Duarte|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. As of the 2020-2021 school year all high school English, Math, and Science courses have been aligned to the CCSS and NGSS. This includes a new Biology course that is aligned to NGSS as well as new Algebra 1, Integrated Math 1 and English 9 courses that are newly developed and aligned to the CCSS.  In addition there are new Economics, Government, and World Geography courses that have been integrated with the History/Social Science literacy standards. Lupine, the school’s facilities vendor, ensures that our science classrooms are compliant with the wet lab requirements. OFL-Duarte also has online courses, which are facilitated by teachers through our newly adopted Edmentum LMS platform. Through this digital platform, students have access to over 200 core and elective semester courses. 92% of the offered high school core courses are UC A-G approved and 94% of all courses contain SDAIE inclusive practices or strategies.|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 Edmentum LMS platform. 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. EL and Special Education students requiring differentiated instruction to support their learning needs have access to Response To Intervention (RTI) curriculum through Accelerated Math, Achieve 3000 courses, and our newly implemented iLit ELD Curriculum. RTI curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards. The LEA 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. OFL-Duarte implements subject specific PLC’s and conducts data dives to inform course and curricular decisions in the Direct Instruction program.|Barriers preventing access to a broad course of study vary from school site, and are largely dependent on student demographics. For example, technology needed to access 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, Career Technical Education (CTE) course, or experiential learning opportunity not being offered at their learning center. 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 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.|OFL-Duarte was able to expand its use of CTE pathways and include a higher percentage of the interested student population.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements, through our Edmentum online curriculum platform. Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses.  The LEA was able to pilot the ELD intervention program, iLit, and will continue to utilize this and Achieve 3000 to help our English Learners progress towards language proficiency. The LEA incorporated metrics and actions into its 2021-2024 LCAP to reflect the importance of ensuring a broad course of study to all students.  This is evident in Goal 2 metrics relating to core course completion in English and Math, as well improved performance on internal benchmark assessments in English and Math. Additionally, the LEA has focused Goal 2 Metric #4 on implementing a research based intervention program geared specifically towards English language development.  The LEA is striving for growth in students’ ELPAC assessment scores as a result of utilizing iLit for the full academic year, as it has seen positive results when piloting this program during the Spring 2021 semester.  Additionally, the LEA has allocated funds within Goal 2 Action #4 to ensure students have access to a diverse range of curriculum that is CCSS, NGSS, and CCR aligned in English, Science, Math, and Career Technical Education.||2021-06-15||2021                
19644690139535|Options For Youth - Duarte, Inc|7|At OFY-Duarte, all students have access to the school’s entire program and are provided a personal learning plan to meet the requirements of graduation and prepare for their postsecondary 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. Curriculum is provided by our vendor, Skyrocket, Inc, which works to ensure that all curriculum is aligned with the Common Core standards. OFY-Duarte also uses a digital Edmentum platform, which provides students access to over 200 core and elective semester courses. As of the 20-21 school year all high school English, Math, and Science courses are aligned to the CCSS and NGSS. 92% of the offered high school core courses are UC A-G approved and 94% of all courses contain SDAIE inclusive practices or strategies. The charter utilizes internal credit completion rates, core ELA and math credit completion rates, A-G completion rates, and dual enrollment enrollment to track to the extent to which students across grade levels, unduplicated students, and students with exceptional needs are enrolled in a broad course of study. In the 21-24 LCAP, Goal 1 Action 1: Benchmark Assessments and Interventions, Goal 1 Action 2:  SWD Individualized Support, Goal 1 Action 4: EL Acquisition Programs, and Goal 2 Action 3: Broad Course of Study all serve to ensure this Indicator.|All OFY-D students have access to a broad course of study. Our blended learning model gives access to Independent Study, Digital, and Direct Instruction curriculum. Direct Instruction courses that are offered to students differ at every center based on student course completion data. Teachers and center leadership analyze this data to determine what Direct Instruction courses need to be offered. Unduplicated students requiring differentiated instruction to support their learning needs have access to evidence-based intervention curriculum through ExactPath, Achieve 3000 courses, and iLit ELD curriculum. Intervention curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards. 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. The charter is working on increasing the enrollment in English Language Arts and Mathematics across school sites, and has developed two metrics in the 21-24 LCAP to address low enrollment in English and math. These two metrics, under Goal 2 of the LCAP, are designed to increase the core completion rates for these two subjects from approx. 4 credits to 6 credits (per student, based on averages). The LCAP Actions that are directed toward increasing enrollment in a broad course of study are Goal 2 Action 3: Broad Course of Study.|Barriers preventing enrollment in a broad course of study vary from learning center, and are largely dependent on the student demographics of the learning center. For example, the technology fluency needed to access Edmentum courses has been an issue for 5 of our sites with higher numbers of students identified as FRMP and/or Homeless, but has been less of an issue for 2 sites with lower FRMP/Homeless percentages. FRMP students are also more likely to have familial obligations, such as working or childcare, that impede their ability to participate in the full range of curriculum offerings. 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 students who wish to attend a different learning center for a Direct Instruction, Career Technical Education (CTE) course, or experiential learning opportunity not being offered at their site. 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 of OFY-Duarte’s 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 response to the barriers to enrollment in a broad course of study, the charter has implemented various actions within the 2021-24 LCAP to address socioeconomic barriers including transportation, technology fluency for unduplicated students and students with disabilities, facility space, and social-emotional and mental health issues. The charter’s 2021-24 LCAP heavily focuses on social emotional learning, college and career planning, and subgroup specialized support. The following actions are connected toward the goal of increasing enrollment in a broad course of study: Goal 1 Action 1: Benchmark Assessments and Interventions Goal 1 Action 2: SWD Individualized Support Goal 1 Action 3: Subgroup Individualized Support and Instruction Goal 1 Action 4: EL Language Acquisition Programs Goal 2 Action 3: Broad Course of Study Goal 2 Action 4: 21st Century Skills and Technology Education Goal 3 Action 2: WIOA Implementation and Career Focused Opportunities Goal 4 Action 2: Stakeholder Engagement Goal 4 Action 4: Social Emotional Learning  These actions are designed to provide unduplicated students  as well as the general ed population of students with increased and improved access to technology acquisition, social emotional and mental health resources, workforce opportunities that are compatible with concurrently attending school, and individualized support, instruction, and interventions needed to fully access curriculum.||2021-06-16||2021                
19645010000000|El Monte City|7|For the 2020-2021 school year, all students in the El Monte City School District were enrolled in a broad course of study as defined by EC 51210.   This is monitored through our student information system, which assigns all students to the courses identified in EC 51210 (English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education.  Additionally, English Language Learners are scheduled into an English Language Development class.|Kindergarten through sixth grade students in the El Monte City School District have access to and are enrolled in a broad course of study as defined in the California Education Code (EC) 51210, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.  Additionally, English Learners receive 45 minutes of English Language Development instruction daily.  Students with exceptional needs are scheduled based on the goals, objectives, and services identified in their individual education plans (IEPs).  Students in grades 7-8 also have access to and are enrolled in a broad course of study as defined in the California Education Code (EC) 51210, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.  English Learners receive 45 minutes of English Language Development instruction daily in the place of a visual and performing arts class.  Students with exceptional needs are scheduled based on the goals, objectives, and services identified in their individual education plans (IEPs).|The most significant barrier exists for English Learners in the middle school grades (seventh and eighth grade) who have not met Language Reclassification criteria.  These students, identified as Long Term English Learners (LTEL), are placed in English Language Development classes until they are able to meet reclassification criteria.  As a result, LTEL students are not able to enroll in elective classes such as Visual and Performing Arts, and Music during the instructional day.  Given that our district is K-8, we have prioritized the acquisition of language fluency for all students before they transition to high school. Local Assessment results show that students who meet reclassification criteria perform well. In our case, 59%  of RFEP students were on grade level in English Language Arts, and over 54% were on grade level in Mathematics|To address the language fluency barrier, the LCAP includes actions that offer additional support for LTEL students.  The district offers extended learning opportunities during the summer that provide academic support to LTEL students. In addition LCAP provides funding to provide a Teacher on Special Assignment (TOSA) to every school in the district.  The TOSAs provide instructional support to teachers in different areas such as Guided Reading and differentiated instruction.  Lastly, the LCAP provides funding to provide supplemental ELD materials.  Additionally, teachers will be provided with additional strategies to support language acquisition in the content areas.||2021-10-18||2021                
19645190000000|El Monte Union High|7|The EMUHSD has used 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 District is currently shifting to Synergy and will create the same custom reports on Synergy to allow for such identification and tracking.|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 continues to expand CTE and online courses being offered. All students have a Chromebook that allows them to complete online work on their own time. Mifi devices are also available to students. Online teachers are available 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.||2021-06-23||2021                
19645270000000|El Rancho Unified|7|ERUSD uses a variety of metrics to track the extend to which all students have access to, and are enrolled in, a broad course of study. These tools include: CTE Pathway and Completion Rate IB/AP/Honors Enrollment Data Project Lead the Way Enrollment Data Dual Enrollment Data AVID Enrollment Data a-g completion data and an analysis of of categories that are impacting completion rates Disaggregation of this data by student groups|El Rancho Unified School District offers a broad course of study. There is not a disparity in enrollment when looking at gender or race. There is proportional representation in all subject-areas and course levels, such as AVID, CTE, AP/IB, PLTW and dual enrollment. Ellen Ochoa has a greater percentage of dual enrollment participants as a result of their partnership with Rio Hondo to offer community college courses during the school day for the majority of their students. El Rancho HS, also offers an Early College Academy with a smaller percentage of students participating due to only one class being offered during the school day.|Due to the pandemic and the need for distance learning, there was a decrease in the number of students enrolling in AP/IB and CTE courses. The distance learning format was not as engaging for hands on courses.|ERUSD will work to increase the participation rate for English Learners and students in Special Education in a broader course of study through outreach, communication and support provided by academic counselors and case carriers.||2021-06-29||2021                
19645350000000|El Segundo Unified|7|ESUSD utilizes Powerschool to monitor enrollment in classes.  All counselors keep individual records on every student with an individual graduation plan. Additionally, the high school has an intervention counselor to support all unduplicated student groups and students with exceptional needs.  All students utilize Naviance to monitor and self assess starting their freshman year.|ESUSD offers many course options for all high school students including four different pathways.  All pathways and courses are open to all students.  Every student meets with their counselor to plan their coursework over the four years.  Our percentage of students with disabilities and social- have increased in the college and career indicator over the past years.|One barrier that prevents access to a broad course of study for all students is the schedule.  The pathways are additional electives that sometimes require students to take a zero period course or a summer school course.   With the addition of the Business Pathway which allows for more choice students have to select courses carefully to be able to take a pathway and fulfill all graduation requirements.   Another barrier is that two of our pathways are honor levels which can discourage students at the time of enrollment.  With the core counselors and the intervention counselor students, especially from the unduplicated groups, are aware of the options and support available for successfully completing honors courses.|El Segundo Unified School District High School will be looking at revising the schedule to see how students can fit in a pathway and graduation requirements without needing to take classes outside of the regular school day.  The school will also  continue a better promotion of pathway courses to unduplicated students with support.||2021-06-08||2021                
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.  1) 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. 2) 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.  3) 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.||2021-06-30||2021                
19645680000000|Glendale Unified|7|GUSD tracks the extent to which all students, including the 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. Last year, all GUSD students in grades TK-12 had equal access to a broad course of study that helped prepare them to meet the requirements/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 CA Ed 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 for  adult  life,  career  technical  training,  and  a  timely  opportunity  for  all  otherwise  qualified  students  to  enroll in  each  course  necessary  to  fulfill  the  requirements  and  prerequisites  for  admission  to  CA  public  colleges/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.  They follow the CTE model curriculum standards and all of GUSD CTE pathway courses have been approved for a-g.|For the 2020-21 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, all of CTE courses are a-g approved by the UC A-G Management Portal.|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. Starting in 2021-22, GUSD is implementing block scheduling for secondary schools with the addition of a 7th period in order to increase options for course access for students.|Beginning the 2019-20 school year, in alignment with AB2735, GUSD adopted ELA/ELD curriculum/pathways to support increased access to core instructional programs for all students, specifically English learners. GUSD 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 CA Dashboard.  The goal is to have the dynamic dashboard mirror the format of the CA 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. The dashboard is shared with District personnel to ensure seamless support and allows the district to monitor access to broad courses of study with individual student level and student group level data.||2021-06-15||2021                
19645760000000|Glendora Unified|7|Glendora Unified monitors all students' access to a broad course of study in a number of ways. First, the Board of Trustees requires various staff and student groups to report on progress made on each of the District's Goals and Strategic Initiatives. These reports, delivered as part of regular meetings of the Trustees, are streamed live, recorded, and shared for public viewing on the District website. Additionally, leadership teams monitor master schedule building and course offerings as well as enrichment and acceleration opportunities offered. Finally, District and site leaders monitor progress in the interim including the use of grade data, interim assessment data tied to standards and benchmarks, and feedback from families through formal parent/family conferences and informal conversations. This information will be an area of increased focus for site and district leaders as well as staff during the 2021-2024 LCAP Cycle and beyond.|GUSD will use the District College and Career Indicator and both high schools' College and Career Indicator as well as feedback surveys administered as part of the LCAP and upon seniors' exit from the District to measure progress in providing a broad course of study to all students over time.   The District College and Career Indicator (CCI) using 2020 data identifies which students graduate Prepared, Approaching Prepared, or Not Prepared. This report indicates that many student subgroups are not as prepared as others. While some subgroups do not have a large enough number of students in them to be reported on the CCI, many groups' performance can be analyzed. Groups performing higher than the District's average level of Prepared of 64.9% include: Asian students (90.9%), Filipino students (88.9%), White students (70.0%) and Students of Two or More Races (66.7%). Groups with a significant number performing lower than the District's average level of 64.9% on the CCI include: Hispanic Students (56.2%), Socioeconomically Disadvantaged Students (49.5%), English Learners (23.8%), and Students with Disabilities (9.9%). The College and Career Indicator from 2019 showed an overall Prepared percentage of 57.1%. In 2019, three of the four subgroups that scored above average--Asian, Filipino, and Students of Two or More Races--scored above the District average. The White subgroup, scored below the District average for Prepared as did the other subgroups.|These results indicate a few barriers for GUSD: in 2020, the COVID-19 pandemic that closed schools in mid-March likely limited some students' access to the resources available in person on their school sites as well as the staff's ability to interact with students daily or to collaborate to increase student learning with other colleagues or parents/families.|GUSD has implemented a number of practices to increase students' access to a broad course of study. District and site leaders increased their focus on course offerings as well as acceleration and enrichment opportunities to increase student learning. Expanded summer school and after-school programs have been provided starting in 2021-2022. A strategic professional development plan is also being created based on feedback from students, parents/families, and staff to align with District Goals and Strategic Initiatives. Most significantly, district and site leaders have a laser-like focus on progress monitoring to ensure that summative student assessment data as well as course offerings and interim assessment data including formative assessments and grade data are analyzed and improved.||2021-10-11||2021                
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 and additional carts consultant and assemblies 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 distric|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 the coming years. Additional, barriers preventing the LEA from providing access to more electives for students are the social distancing protocols and LA county public health guidelines that decrease the access to some performing arts and music offerings, and the learning loss exhibited in ELA and mathematics that has been exacerbated because of the pandemic has students focusing more on seeking additional support in those areas.|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 on 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.|2021-06-23||2021                
19645920100354|Hawthorne Math and Science Academy|7|HMSA 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 that are designed to meet the A-G Course Requirements. Additionally, 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 special needs. Quantitatively, 100% of HMSA students had full access to a broad course of studies as defined by the California Education Code and met  A-G Course Requirements.|All HMSA students are enrolled in a broad course of study that exceeds the A-G Admission requirements. HMSA provides access through both board adopted programs and UC approved courses by enrolling 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.  HMSA also participates in the AP College Board program,  and currently offers 12 approved AP courses.  According to the College Board Equity and Excellence report, 72.9% of HMSA’s 2021 graduating class scored 3 or higher on at least one AP Exam during their time as an HMSA student.  HMSA will continue to maintain current participation and pass rates in the AP College Board program.  In 2021, 171 students took 278 AP exams.|The biggest challenge is the school size which limits the number of teachers and course offerings.  In 2020-2021, HMSA currently had 23 full time credentialed teachers in the classroom. The campus has limited physical space that does not allow for creative instruction outside of the classroom.|For the 2021-2022 school year, two new teachers were added to the HMSA staff. There is a new senior elective teacher who is delivering curriculum for College and Career Preparedness. This new course allowed HMSA to expand A-G approved elective options.  An Independent Study teacher was added to support students who selected the Independent Study learning model that is being offered in response to AB 130.|HMSA implements community partnerships to enhance the academic curriculum. These classes provide additional opportunities in the fields of math, engineering, science, arts, and enterprise. HMSA offers an award winning entrepreneurship class that exposes students to the real world of creating and implementing a business plan for an original idea or product. Life Skills is based on Social and Emotional Learning skills designed to help students transition to high school by creating empowering beliefs and habits that lead to success. The Life Skills curriculum is designed by partnership with the Legacy Mastery Academy. Teacher interventions include multiple scaffolds built into the curriculum along with additional one-on-one support provided by the teacher when necessary to support struggling students.The Special Education team supports students eligible for services. Due to the increase in students receiving special education services over the past few years, a full time Resource Teacher, two part-time paraprofessionals, and a part-time school psychologist and speech therapist have been added to the HMSA staff to provide academic support and service minutes for students in their regular content classes. Teachers and staff are trained in the latest educational best practices and technology. Most recently, professional development focused on technology integration for lesson delivery using Zoom, Google Classroom, and Canvas.|2021-06-23||2021                
19646000000000|Hermosa Beach City Elementary|7|HBCSD encompasses grades TK-8 and we maintain two school sites which support 1194 students.  The district ensures that all students have access to a broad course of study through the monitoring of the master schedule and student course enrollment. All students have access to a school counselor to provide support and guidance in the academic realm and to encourage students to develop learning strategies, self- management and social skills. Both school sites use PowerSchool to track course enrollment and student demographic data.    We have two CDS codes in our district, Hermosa View/Vista (K-3rd) and Hermosa Valley School (4th-8th).  We are a single school, on two school sites servicing elementary and middle school students.|HBCSD provides a comprehensive instructional program for all elementary students, which includes the required course of study.  The teacher-of-record provides instruction in English-Language arts, mathematics, science, history and physical education.  Additionally each week, students are provided 30 minutes of instruction in the following areas: physical education, STEAM lab and music by credentialed teacher specialist.         HBCSD middle school program provides students with a six period day which includes: language arts, math, science, social studies, physical education and an elective.   Our electives are rooted in CTE course options: Science, technology, engineering, and math (STEAM) and arts, audio/visual technology, and communications; while other electives are rooted in Visual and Performing Arts: music, art and drama.         English Learners (EL) & Special Education Students K-8: EL students receive 30 minutes (or more) of Designated English Language Development according to their proficiency levels by the district's English Learner Coordinator. The remainder of instruction is with English Only and Reclassified Fluent English Proficient peers with regular, ongoing access and enrollment in the broad course of study.    Students with mild-moderate disabilities are mainstreamed or pulled out for specialized academic instruction, while with moderate-severe disabilities use the Unique Learning System, a complete, standards-aligned functional curriculum.|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 and a limited master schedule; we are only able to offer a limited amount of courses in any given grading period based on teacher credentials. Barriers continue to be related to identifying the best use and implementation of limited resources (staff, support staff, time, funding, etc.).|Actions and services in our current LCAP plan to support access to a broad course of study include: development and implementation of an effective Multi-Tiered System of Supports (MTSS) prevention/intervention program, incorporating intervention support for struggling readers with Leveled Literacy Intervention and Sound Partners, implementation of iReady Diagnostics in Reading and Math, reading universal screener in grades K-5 (Fountas & Pinnell) ; expansion of social emotional learning curriculum and training for teachers; site-based support for unduplicated student subgroups;  and increasing middle school electives to align with CTE course options.||2021-07-14||2021                
19646260000000|Hughes-Elizabeth Lakes Union Elementary|7|100% of HELUS students receive ELA, Math, Social Science, Science, Arts, Health, and Physical Education studies in their self-contained classrooms as demonstrated by classroom schedules.|HELUS is a single school district therefore there is no other school site to identify any differences. All students enrolled have access to a broad course of study.|There are no known barriers preventing HELUS from providing access for all students to a broad course of study.|To provide a broad course of study for all students, the District will pilot, purchase, and provide professional development for teachers in a Next Generation Science Curriculum to ensure all students have access to curriculum-aligned instructional materials.||2021-10-12||2021                
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 to meet the pathway’s demands and inform on its usefulness. Students can 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 a 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.|Currently, 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 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.||2021-06-30||2021                
19646340101667|Wilder's Preparatory Academy Charter|7|Wilder’s takes a qualitative and quantitative approach to tracking course offerings, class schedules, and school schedules to the extent which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports created in the student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Student performance data and information is obtained from our student information system. Teacher's grade books from our student information system establishes the broad course of study within each elementary grade level.|All students are enrolled in a broad course of study including the adopted courses of study specified in the California Education Code. Students have access to visual and performing arts within the regular school day.|Barriers preventing Wilder’s from maximizing broad course of study offerings to all students include limited time during the regular school day for students to take additional courses and limited staff size to offer additional courses. Based on a need to increase social-emotional support, the LCAP identified increasing social-emotional learning and counseling support initiatives aimed to expand access to mental health and social emotional counseling for students that will provide strategies for coping skills and cultivate valued experiences within the school community.|A regular analysis of enrollment in a broad course of studies informs decisions regarding offerings and using the LCAP as a planning and budgetary tool to ensure access to course offerings for all students.||2021-10-25||2021                
19646340116822|Wilder's Preparatory Academy Charter Middle|7|Wilder’s takes a qualitative and quantitative approach to tracking course offerings, class schedules, and school schedules to the extent which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports created in the student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Student performance data and information is obtained from our student information system.|All students are enrolled in a broad course of study including the adopted courses of study specified in the California Education Code. Students have access to visual and performing arts within the regular school day. The middle school students engage in STEAM (Science, Technology, Engineering, Art, Math) through their science and technology classes. Differences in courses include 6th grade students enrolled in an integrated technology and math literacy course, while 7th/8th grade students are enrolled in an elective course in Leadership and Technology. Students who require additional support are offered support through integrated instructional programs.|Barriers preventing Wilder’s from maximizing broad course of study offerings to all students include limited time during the regular school day for students to take additional courses and limited staff size to offer additional courses. Based on a need to increase social-emotional support, the LCAP identified increasing social-emotional learning and counseling support initiatives aimed to expand access to mental health and social emotional counseling for students that will provide strategies for coping skills and cultivate valued experiences within the school community.|A regular analysis of enrollment in a broad course of studies informs decisions regarding offerings and using the LCAP as a planning and budgetary tool to ensure access to course offerings for all students.||2021-10-25||2021                
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, 6.3% English Language Learners (ELL), 11% Students with Disabilities, 0.5% Foster Youth, and 90% who qualify for Free/Reduced Lunch.  Every student has access to a broad course of study, rigorous academic curriculum, and resources to ensure success. Students receive instruction based on the California Common Core Standards. All TK-5th grade students are enrolled in physical education and art classes in addition to core subjects (ELA, Math, Science, Social Studies/History). Art classes start with the foundations of art language.   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, 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.|IIECA has implemented the workshop model, where students are delivered a mini-less and have the rest of the period to practice that skill within their independent level while teachers deliver intervention to students who struggle academically in order to build understanding. This instruction can be delivered individually or within small groups in all core subject areas.   IIECA provides a well-rounded 21st Century learning experience in a small school environment, with 1:1 student to laptop ratio, and integration of technology-based programs and digital curricular materials. Academic discourse is also a foundation at IIECA. Students are encouraged to discuss with their classmates their methods of solving problems or how they approached a given task. Additionally, we provide an afterschool academic and social enrichment program that includes academic tutoring, extra-curricular cl 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, Dance, 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.|Blended learning combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student-to-student across a diverse group of learners. With rapidly increasing use around the nation, this model is proving highly effective in helping schools address the struggles of student achievement, limited resources, and the expectations of 21st-century learners.  ICEF’s approach to Blended Learning uses carefully selected technology-based instructional programs which allow the teacher to maximize impact on students by streamlining tasks such as formative assessment, remedial intervention, and independent skill practice.|2021-06-17||2021                
19646341996529|City Honors International Preparatory High|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.   Beginning in Grade 9, CHIPS counselors meet with students individually to set up and review a 4-year plan for each student which structures and maintains the student’s desired academic pathway. The school's course catalog (i.e. UC Doorways) is updated annually to ensure a wide range of courses are available and are A-G approved. Pathway data is collected and reviewed to determine the need of additional or modified courses to meet the pathway’s demands and inform on its usefulness. Students, at City Honors, can express their interest in a course in multiple ways: meeting with their counselor; completing a course request form, or both.|All CHIPS students in grades 9-12 are enrolled in a broad course of studies. CHIPS students 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 a 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.|Currently, 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 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.||2021-06-30||2021                
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 provides a broad course of study to all students. The school provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
19646346014518|La Tijera K-8 Charter School Academy of Excellence|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 to meet the pathway’s demands and inform on its usefulness. Students can 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 a 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.|Currently, 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 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.||2021-06-30||2021                
19646420000000|Keppel Union Elementary|7|Keppel Union School District tracks the 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 our unduplicated student groups, students with exceptional needs, review enrollment based on grade spans, and access to a broad course of study.|All Keppel Union 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. 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 sites 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 the 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). Additionally, staffing shortages which prohibit dual-language courses from being offered.|Keppel Union has purchased a program (Acellus) which provides students the opportunities to engage in meaningful learning in a 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 reteach after school intervention programs through RISE. A dedicated Teacher on Special Assignment has been hired to coordinate the district’s Induction Program and to provide support for new teachers including interns and Provisional internship Permit/Short-Term Staff Permit holders so that they can successfully provide students a broad course of study. Lastly, Program Specialists have been hired and trained to support school sites on Project Based Learning strategies to ensure access to a broad range of courses.||2021-06-29||2021                
19646420136127|Sage Oak Charter School- Keppel|7|The counselor, teacher, parent and student develop a personalized educational plan for each student. The EL Coordinator, the Special Education Case Managers and Homeless and Foster Youth Liaison join the review of each plan as needed. This plan includes a broad course of study aligned with the California standards and graduation requirements. It is updated as students' interests and abilities change to reflect the students' changes and needs. It is updated throughout the semester during regularly scheduled teacher and student meetings.|The teachers and educational advisors monitor course enrollment to develop each student's educational plan. The measures and tools that are used are consistent reviews and teacher meetings of what the student is doing and what their interests are. In consultation with the counselor, EL Coordinator, Special Education team, and the Homeless and Foster Youth liaison each student's unique plan may pivot to reflect changes in students interests and ability that have been identified with data from course performance and teacher anecdotal assessments. As the result of this we have improved our graduation rate.|Providing students with hands-on experience in CTE  courses due to the fact that we do not have a physical location has been a challenge. However, we overcome that barrier by encouraging dual enrollment in Community Colleges where the resources for hands-on instruction and training are readily available.|After students have progressed with increased monitoring and communication, the Sage Oak team engages them in correspondence which include various offers of support.||2021-07-15||2021                
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 LCUSD students have access to and enroll in a broad course of study.  LCUSD has given the Panorama Education survey to all stakeholder groups, including 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 survey asks students to share their perceptions about their school experience and attitudes about their school and learning as a whole. 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 use information from its student information system, Aeries, to report student enrollment numbers and course offerings to the California Department of Education via Dataquest for the 2020-21 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 2020-21, all students in LCUSD schools had access to and enrolled in a broad course of study. At the 7-12, students had access to core courses at multiple levels: resource, college preparatory, advanced and honors level, nineteen Advanced Placement (AP) courses, and dual enrollment opportunities through Pasadena City College (PCC). Over the past 5 years, LCHS has offered expanded Career and Technical Education (CTE) offerings in the domains of Engineering and Design, Video and Film Production, Sports Medicine, Culinary Arts, Digital Photography, Dramatic Arts and Theater Arts, Computer Science courses, and fine art courses in both visual and performing arts. LCUSD 7-12 continues to offer World Language courses in Korean, Spanish, French, and German, with Mandarin offered through the dual enrollment program at PCC. During the 2020-21 school year, 755 students enrolled in 5 World Language classes, 456 in music classes, 133 in 5 computer science courses, and 324 in 12 art classes. CTE courses welcomed 538 students in total for the 2020-21 school year. At the elementary schools, English Learners were enrolled in general education courses and provided designated support to ensure access to the curriculum. Special Education designated students also were provided access to and enrolled in a broad course of study to the degree agreed to by the team that formed their instructional plan.|Even though LCUSD offers students access to a broad course of study, LCUSD students continue to 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 having six periods only during the instructional day creates inherent limitations to the number of elective courses students are able to access. While some similar schools have sought relief to persistent scheduling constraints through zero period offerings, LCUSD’s secondary schools implemented a late-start bell schedule during the 2018-19 school year in response 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 continue 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 programs that includes art, music, dramatic arts, STEAM offerings, and Spanish language instruction. Due to the COVID pandemic, enrichment classes at the elementary sites were offered via asynchronous distance learning through the LCUSD “Specials” website. Students continued to have access to the enrichment programs if they wished to participate from home.|Each year, administration and faculty evaluate course offerings and look for opportunities for innovation. Due to the pandemic, new courses were not added during the 2020-21 school year. LCUSD continued to offer 10 courses as part of the CTE pathway. In grades 1-6, core and elective offerings changed slightly due to the change in teaching platform as a result of the pandemic. Students had access to pre-recorded lessons in music, art, and computer literacy. The Spanish class for interested students in grades 3-6 and the Gifted and Talented (GATE) program for qualifying students in grades 4-6, were offered through a virtual learning platform. PE offered a combination of virtual and independent daily lessons until students returned to in-person instruction. Drama classes for 4th - 6th grade students were not offered at the elementary sites but will resume during the 2021-22 school year.    During the 2019-20 school year, the secondary site administration began the work of conducting a school schedule review to identify alternative bell schedule options that would expand the opportunities for students to take elective offerings. Due to the COVID pandemic, this work was not completed and will resume during the 2021-22 school year.  Once completed, the committee will make recommendations to the LCUSD Governing Board regarding the adoption of a new bell schedule that will address this inherent scheduling limitation.||2021-06-29||2021                
19646670000000|Lancaster Elementary|7|Lancaster School District continues to track progress in meeting priority 7 standards by ongoing monitoring and review of student class schedules, and course offerings to ensure that all students are provided with access to a broad course of study. We utilize reviews of Powerschool and have adopted the use of a supplementary program to review schedules called the Lancaster Interactive Dashboard. We focus our reviews on the needs of targeted student populations including but not limited to foster, homeless, English learners, special education and low-socioeconomic students, as well as district identified target student populations.|In the 2020-21 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 continued with our implementation of the AVID Excel Program for LTEL students scoring at the Expanding - Bridging (level 3-4) levels within the English Language Performance Assessment for California. This has been offered as a supplement to our EL program at three middle schools within LSD. Visual and Performing Arts is offered at our elementary schools, and middle schools, and is also offered strategically throughout and across subject matter, and is integrated into core subject matter. Physical Education 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 address 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 middle school students within LSD have access to a broad course of study during and extended after the school day.|While offering a broad course of study was done with some efficiency within Lancaster School Districts, it is important to note barriers that existed with regards to implementation due to the COVID-19 pandemic and school closures. The primary barrier is a lack of time during the school day. Whereas visual arts is accomplished throughout the school day and integrated into core instruction, we continue to find it difficult to provide access to other forms of art. We have implemented an Elementary Music Program in six of our elementary schools. Middle schools continue to implement music programs during the normal school day as an elective.|LSD will continue utilizing funding through the district's 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. The district will expand our AVID Excel Program to a fourth middle school and will continue to provide opportunities for students to enhance their artistic abilities during the normal school day. LSD does continue to work toward expanding extended learning offerings.||2021-06-15||2021                
19646670125559|iLEAD Lancaster Charter|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, and an MTSS. -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 and English Learners receive additional ELD services to what is delivered in the classroom setting. 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, an MTSS is being developed and there will be continued support to ensure all learners complete courses successfully.||2021-06-10||2021                
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.|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.||2021-10-12||2021                
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 2020-21 year, 100% of Lawndale students had full access to a virtual 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 offered a Dual Immersion Spanish/English K-8 program.  All Transitional Kindergarten students thru 8th grade received devices and learned how to access multiple software platforms. 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 support from Technology Aides.|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 curriculum.  This year was also year 1 of new History curriculum for our middle schools. 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.||2021-06-24||2021                
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.||2021-06-24||2021                
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. Special education students 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 student to technology goal.||2021-06-29||2021                
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. In the last  four academic school years, at least 70.7% of graduating seniors have met the A-G requirements at the Academy. 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 engineering students and classrooms to offer courses such as welding and automotive technology. The Engineering building, which offers a makerspace, will be ready for use in the Fall of 2021.  Besides the limited electives that are offered, all students have a broad course of study that enables them to satisfy all high school graduation and A-G requirements.|Lennox Academy has added English Language Development courses to better address the language needs of English learners with less than five years in the country and Long Term English Learners. These courses 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 continues to refine the push-in model that was implemented four years ago. 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 covers the CA Health Education Content Standards and it is a graduation requirement starting with the class of 2022. A Human Anatomy & Physiology course was also added to the master schedule in 2020-21 to provide students with four years of core science courses as previously only students taking AP Physics would take four years of science.  Lennox Academy is also working on adding more offerings in CTE as a result of student/parent interest and industry needs.|Besides providing a broad course of study, Lennox Academy wants to ensure all courses provide rigor and relevance 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.|2021-09-30||2021                
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. Student schedules show the enrollment in CCCS courses. CCCS is using PowerSchool and Illuminate to track access and achievement.|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 barriers currently.|There are no revisions necessary at this time.||2021-05-19||2021                
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 provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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 (temporarily suspended per SB 98).    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.|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. Funded through ESSER has been identified to support a 7th period ELD course to remove this barrier for English learners.||2021-06-29||2021                
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 Project Lead the Way, that meet the specific interests of their student population. Small thematic high schools specialize in areas such as the arts; science, technology, engineering, and mathematics (STEM); or hospitality/tourism. Nonetheless, each pathway program contains four essential ingredients: (1) rigorous academics, including 4 years of English, 4 years of math, 3 years of social studies, 2 years of lab science (3 recommended), 2 years of world language (3 recommended), 1 year of visual arts, and 1 year of a college preparatory elective; (2) career-technical education courses in sequence; (3) work-based learning; and (4) personalized support. Over time, LBUSD has increased access to Advanced Placement courses by, for example, subsidizing test fees, offering a wider variety of college-level classes, and developing tools like the “College Readiness Guides,” which help map out coursework.|Among the barriers that prevent maximum access to a broad course of study is a lack of time during the regular school day and the challenges of aligning student schedules with specific pathway requirements.|LBUSD has lowered some of these barriers by collaborating with higher education partners to offer college-level courses such as Ethnic Studies on Saturdays and during the summer. 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.||2021-10-20||2021                
19647250127506|Intellectual Virtues Academy of Long Beach|7|IVA utilizes our student information system to schedule students. 100% of students receive access to a broad course of study.|IVA utilizes our student information system to schedule students. 100% of students receive access to a broad course of study.|IVA utilizes our student information system to schedule students. 100% of students receive access to a broad course of study.|IVA utilizes our student information system to schedule students. 100% of students receive access to a broad course of study.|IVA utilizes our student information system to schedule students. 100% of students receive access to a broad course of study.|2021-05-19||2021                
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. The curriculum focuses on courses covering core knowledge and A-G requirements. 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. 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. 4. 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. 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. 4. 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 6 years, more than 90% of 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.|2021-06-08||2021                
19647330000000|Los Angeles Unified|7|At the elementary levels, a progress report card adopted in fall 2017 for educators monitors student access to and completion of a broad course of study. Physical education in elementary schools is monitored using a process that requires teacher and principal certification of appropriate instructional minutes. At the secondary levels, the central student information and master scheduling systems track enrollment in a broad course of study. Students in need of additional supports are identified in the information system (e.g., at-risk reports). An additional a-g course progress dashboard tracks completion of graduation and a-g course requirements, available by student groups. English Learner (EL) progress dashboards track EL progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and EL proficiency exam scores. An Arts Equity Index categorizes all schools based on the scope of their provided arts instruction and resources based on each school’s Title 1 status, foster students, and ELs. Based on categorization on the index, school assessment results provide guidance on how to more equitably allocate arts resources. In fall of 2019, the Whole Child Integrated Data platform was released for school staff to use data to drive instructional improvement learning. Various types of data are available for educators: assessments, marks, attendance, social emotional learning, graduation, college and career readiness, and more.|LAUSD continues to implement multi-tiered systems of support district-wide to ensure students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in ELA and mathematics since the core instructional materials adoptions for these content areas was completed in 2018. Refinements to the Arts Equity Index 2.0 will continue to result in a more accurate assessment of art resources. The district has also invested over the past three years in additional resources for schools to improve a-g course completion for all students. The adoption of the EL and Standard EL Master Plan in 2018 has led to the implementation of additional supports and changes to existing policies to accelerate learning for students and complement the District’s Black Student Achievement Plan and 2021-2022 Standard EL policy. As part of this work, we continue to identify and implement Tier 2 and 3 supports for students with disabilities who are also identified as ELs. We continue to develop additional professional development and resources to improve integrated EL Development instruction across all content areas. LAUSD is also expanding the implementation of full inclusion for students with disabilities so that academic and social-emotional supports can be implemented within more general education classrooms. Additionally, we offer supplemental and core online courses to compliment in person instruction to ensure all students have access to a broad course of study.|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.|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, except for when the state waived requirements due to distance learning. 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. 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.||2021-06-22||2021                
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.||2021-10-13||2021                
19647330100669|Stella Middle Charter Academy|7|Stella Middle Charter Academy uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences/Sciences (integrated with literacy at the elementary level), Visual and Performing Arts.|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/or 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  Stella Middle Charter Academy, including such classes as Physical Education, Health, and Career and Technical Education is the small size of the school and access to outdoor areas.|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, advisory classes, mentorship and internship opportunities and private and public partnerships.||2021-06-21||2021                
19647330100743|Accelerated Charter Elementary|7|Accelerated Charter Elementary School (ACES) was established in 2004, and features a distinctive dual language immersion model, providing 50% of instruction in Spanish and 50% in English.  Our dual language immersion model has adopted the Gomez & Gomez Dual Language Enrichment model that enables students to develop academic language proficiency in two languages and multicultural skills.     Currently ACES serves approximately 492 students in grades TK-6 that include the following demographics: 97% Hispanic, 11% Students with Disabilities (SWD), 35% English Learners (EL), 0.65 Foster Youth, and 95% Socioeconomically Disadvantaged.   Currently, ACES does not have any students enrolled and identified as Homeless youth.     ACES prepares students with the foundational knowledge, tools and skills needed to be productive, engaged citizens and lifelong learners. Our goal is to instill from an early age the important academic and character strengths that will help them succeed in college, career and life.    Accelerated 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: master schedule, student course schedule (semester), report cards, student presentations, 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 Accelerated Charter Elementary 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-3 have access to and are enrolled in Everybody Dance; and Public School Science (TK-5) courses. There are no differences in accessibility to courses, across student groups at Accelerated Charter Elementary School.|Currently, 100% of the students have access to a broad course of study and Accelerated Charter Elementary School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Accelerated 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.||2021-06-17||2021                
19647330100750|Wallis Annenberg High|7|Wallis Annenberg High School (WAHS) was established in 2003 and provides high school students with a rigorous college-preparatory curriculum. WAHS is WASC-accredited and focuses on encouraging student to achieve personal success, a strong sense of self and community along with a deep appreciation for lifelong learning. Each student is challenged with a strong focus to become mentally and academically prepared to enter and succeed in college and career. WAHS prepares its student to be independent critical thinkers, decision-makers, and responsible, productive leaders in our community.     Currently, WAHS serves approximately 487 students in grades 9-12 that include the following demographics: 96% Hispanic, 3% African American and 1% Filipino, 12.5% Students with Disabilities (SWD), 18.5% English Learners (EL), 1% Foster Youth, and 90.1% Socioeconomically Disadvantaged.  Currently, WAHS does not have any students enrolled and identified as Homeless youth.    Wallis Annenberg 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 The Accelerated School’s educational program.     Wallis Annenberg 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: master schedule, student course schedule (semester), report cards, student presentations, 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 Wallis Annenberg 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, as part of the school’s high school graduation requirements. WAHS also offers CTE Media Arts Pathway, and Concurrent enrollment through LA Trade Tech College. There are no differences in accessibility to courses, across student groups at Wallis Annenberg High School.|Currently, 100% of the students have access to a broad course of study and Wallis Annenberg High School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Wallis Annenberg 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.||2021-06-17||2021                
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, Algebra, Geometry, Algebra II, 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.||2021-06-04||2021                
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, English, 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 Geometry, Algebra 2, Drawing, Painting, Construction, Photography, Advanced Music and Theatre/Play.|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.||2021-06-16||2021                
19647330101196|ICEF View Park Preparatory High|7|ICEF View Park Preparatory High School established in 2003 is a WASC-accredited tuition-free public charter high school that serves approximately 449 students in grades 9-12 with the following demographics: 92% African-American, 6% Hispanic 13% Students with Disabilities (SWD), 0.4% English Learners (EL), 1% Foster Youth (FY), 0.8% Homeless Youth (HY), and 88% Socioeconomically Disadvantaged (SED).  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 Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, VAPA, Foreign Language, CTE, 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 be 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 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, UC A-G approved courses, Foreign Language, Visual & Performing Arts, and the CTE, 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.|ICEF View Park High School 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, (12.3% of residents over the age of 25 have a four-year college degree), for the South L.A. area, with a slightly below average range in the community. Crime rates in the 2.88 square mile Hyde Park neighborhood are high for the L.A. area (the community ranks 18th in violent crimes and 52nd in property crimes over the most recent six-month period, out of 209 different neighborhoods tracked by the Times), and many of the neighboring communities are amongst the highest crime rates in Los Angeles|2021-06-17||2021                
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 Advanced Music and Advanced Art as electives to 7th and 8th grade students. 8th grade core classes are English, Physical Education, Algebra, Science, and US History.|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.||2021-06-16||2021                
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 provides a broad course of study to all students.The school provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
19647330101683|Renaissance Arts Academy|7|a. All RenArts students participate in 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. i. An experienced faculty of artists trained at Juilliard, IU Jacobs, USC Thornton, San Francisco Conservatory, CalArts, and UCLA guides students fr...|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 arts training ii. 100% of RenArts students participate in at least 1 annual...|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.||2021-06-15||2021                
19647330102335|Ocean Charter|7|Ocean Charter ensures that every student has access to a broad course of study in all grade levels from TK - 8th grade according to our charter by planning the schedules of each student through the class teachers' weekly schedule that includes all courses of study offered.|All students at Ocean Charter have access to and are enrolled in a broad course of study.  No students are opted out of any courses, unless their required special education program or English Language Development program or Intervention Program conflict with a particular course.  In those instances, every effort is made to reduce the impact on the student while still meeting required minutes.    Parent and student requests are taken into consideration whenever possible in terms of scheduling.|There are no barriers other than conflicts in scheduling as mentioned above.  All students participate in all courses otherwise.|Ocean Charter will continue to offer all students a broad course of study.||2021-11-04||2021                
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, and tracking teacher qualifications.    Weekly grade level specific schedules are created annually to ensure that all students are engaged in standards-based learning in all content areas.  Specific schedules are developed to ensure the support of students with special needs and language learners with their various stages of development.|PUC Milagro ensures that all students have access to and are engaged in daily standards-based learning.  Students engage in all core subjects weekly within a workshop and inquiry-based instructional model. These structures allow teachers to personalize instruction and students to have choice in pursuing  interest in service of their academic growth.    Students with special needs and English language learners are fully incorporated within daily instruction due to the PUC Milagro’s Inclusion  and ELD Program.  The programs’ pedagogies are based on an asset view of unique needs, which supports students by focusing on their  strengths rather than their deficits. This form of differentiation incorporates accommodations and individualized supports to ensure both student growth and successful  engagement in daily instruction.|For grades K-5 there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement. Students who are English Language Learners are provided additional support such as 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 Leaders 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.||2021-06-11||2021                
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 provides a broad course of study to all students.The school provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
19647330102442|PUC Lakeview Charter Academy|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 LCA is a single school LEA.  At LCA there are no differences across student groups in access to, and enrollment in, a broad course of study.  All students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  Foreign or World Language will be offered beginning 2021-2022 SY|For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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.||2021-06-11||2021                
19647330102483|N.E.W. Academy Canoga Park|7|NACP is an independent charter school with students in grades TK-5. The school offers a dual immersion program at all grade levels K-5. We follow CCSS standards-based curriculum programs in ELA, Math, Science (NGSS), Social Science, Visual and Performing Arts, Physical Education, Technology, and Health Sciences. Teachers utilize our curriculum following the standards, to lesson plan each week. Administration monitors the weekly lesson plans to ensure standards are being followed/met. We utilize tools to track access and enrollment in courses/programs including Powerschool. We have a School Accountability Plan (SARC) as well as a Local Control Accountability Plan (LCAP) as additional resources/tools. We also utilize assessment programs to track student success at various increments throughout the schoolyear.|NACP is a single LEA where all students are enrolled in and have access to a broad course of study. Our school offers the courses of study in self-contained classrooms with a teacher for the full day of instruction. Our school offers two paths of instruction: English Only or Dual Language Immersion. Our school is located in a largely EL-populated community, so this program has become sought after and a valuable asset to families. Both language paths have assessments that monitor their progress within the broad course of study.|It is always a challenge to find bilingual certificated staff for teaching roles as well as bilingual classified staff for instructional assistant support 9intervention services). There is also a shortage of staff available to serve students with exceptional needs. We have searched much longer than expected for special education providers.|We remind our teachers to seek out growth and leadership opportunities. We ask them to enroll in training and professional development related to areas that inspire them or areas that they recognize as growth areas. We also encourage our instructional assistants to do the same. We are helping them to move to the next level as leaders. We want to help those staff members that want to move up in education, take the next step.||2021-10-13||2021                
19647330106427|Synergy Charter Academy|7|Synergy reviews multiple measures, including the School Accountability Report Card (SARC) data from the previous year, specifically looking at instances that were not met in the areas of teacher misassignments and the availability of textbooks and instructional materials. These measures will be reviewed to track the extent to which all students have access to a broad course of study. Annual teacher survey data will also be used by SCA to assess the proper implementation of State standards. The school will also review annual student enrollment data.|All students and subgroups have access to the same curriculum at SCA which includes all core subjects and the arts. Physical activity at recess times is organized by grade level for 40 minutes a day. There are no differences across student groups and resource teachers often push into the classrooms to assist with providing access to students with special needs. Further professional development needs to be done to enhance the designated and integrated ELD instruction to better support or English Learners.|All students and subgroups have access to the same curriculum at SCA which includes a broad course of students in core subjects and the arts, as well as daily physical activity.|SCA plans to implement further professional development to enhance the designated and integrated ELD instruction to better support or English Learners.||2021-06-19||2021                
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 provides a broad course of study to all students. The school provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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 provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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.||2022-03-16||2021                
19647330107755|Port of Los Angeles High|7|POLAHS seeks to strategically alter the courses offered to students based on student need and program efficiency.  POLAHS continues to offer AP courses, Honors courses, Credit Recovery, Elective Lab, CTE Pathways and other A-G courses designed to meet the unique needs of all learners on campus. POLAHS uses college and career personnel, 4 year planning meetings with students and their families, student surveying, and Aeries software demographics to track the extent to which all students have access to, and are enrolled in, a broad course of study.|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 has fully implemented a board course of study for all student groups on campus.   A full list of courses offerings at POLAHS, please visit our Course Catalog:  https://1.cdn.edl.io/lM1z0drDNfVdBuhWzFlCbsfy5GT5l0nWgb2ZX6o9EV12DSei.pdf  POLAHS continues to offer Career Technical Education (CTE) courses. The six CTE pathways include: Boat Operations; Construction; Welding; Graphic Design; Digital Photography; and Video Production.   For more information about our CTE Program, please visit our CTE and Career Counseling webpage at: https://www.polahs.net/apps/pages/index.jsp?uREC_ID=1202818&type=d&pREC_ID=1281866  2020-21 CTE Enrollment: 235 students Completion of CTE Programs:  40 students were certificated by June 2021  Unduplicated Students: Total # of EL Students in CTE: 3  Total # of SPED students in CTE: 17 Total # of Low-Income students in CTE: 99  Total # of EL students in Honors/AP: 4 in AP and 3 in Honors = 7  Total # of SPED in Honors/AP: 2 in AP and 3 in Honors = 5  Total # of Low Income students in Honors/AP: 88 in AP and 175 in Honors = 263  Although all students have access to a broad course of study, over time, POLAHS seeks to increase enrollment of high need populations in AP, Honors, and CTE courses.|Barriers:  -Low number of EL students on campus -Singular courses often cause scheduling conflicts with courses needed  -Pandemic-related barriers to CTE certification   Addressing Barriers: -Special Education and English Learner accommodations are used on certification tests -POLAHS is a considered a testing site. Students are familiar with the setting and those who are proctoring the assessments.  -POLAHS ensures all Special Ed and English Learner accommodations are available for students coursework and testing, including AP/Honors courses and examinations with the College Board. -CTE pathways and requirements are discussed at various parent engagement opportunities, in home languages -CTE showcase allows all families to visit campus and learn about the CTE program. -The CTE curriculum continues to be more accessible than standard curriculum.|Previously implemented Actions (to be continued): -Full-time College Counselor (LCFF) -Full-time Career Counselor (LCFF) -Three Full-time Academic Counselors (Title I)  -EL and RSP participation in scheduling of unique populations  New Actions: AP/Honors: POLAHS has implemented an AP/Honors Coordinator to assist administration with the management of AP course development and enrollment. This position will identify ways to increase enrollment of special populations on campus.   Homeroom: The implementation of a new weekly homeroom class will assist with 4-year academic planning and ensure students are able to collaborate with their counselors and advocate their desired course of study. College and Career Counselors will also work with students in small groups and 1:1 for academic planning and post-secondary exploration.||2021-10-13||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
19647330109884|James Jordan Middle|7|All students in each grade are enrolled in the same set of courses that follow the California Standards for each content area.   Special Day program is available on campus to provide the greatest range of services practical to serving students with disabilities.  Honors classes have a majority of students that are low-income, minority and Title I.|JJMS uses iReady diagnostic on a quarterly basis.   All students in each grade are enrolled in the same set of courses that follow the California Standards for each content area.   Special Day program is available on campus to provide the greatest range of services practical to serving students with disabilities.  Honors classes have a majority of students that are low-income, minority and Title I.|In general, the state test scores indicate that all students are being given access to a broad course of study.  All of the content standards are covered for all students in each grade level.  Special Day class uses the same curriculum as the other classes, but with additional support services and more time for mastery.   The greatest barrief to providing a broad course of study is the pandemic quarantine requirements.|In response to our concerns over the impact of distance learning,  JJMS is committed to in-person instruction for everyone during the 2021-22 school year.  Testing, masking and other precautions are being rigorously monitored to reduce the number of students who must be off campus due to quarantine.||2021-06-17||2021                
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 two 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 semester 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.||2021-06-30||2021                
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). Academic course intensity offerings ranged from intervention to college level and included over 35 University of California A-G approved courses. Five of these were also authorized on the College Board’s AP Course Audit Ledger.|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: business, 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.||2021-05-27||2021                
19647330111211|New Heights Charter|7|All students at New Heights Charter School have the same access to a broad course of study, in all grades (TK-8), for all student groups, including unduplicated student groups and individuals with exceptional needs. There are no differences in offerings across classes. This is measured by the master schedule, 8th grade graduation expectations, and report cards.|All students at New Heights Charter School have the same access to a broad course of study, in all grades (TK-8), for all student groups, including unduplicated student groups and individuals with exceptional needs. There are no differences in offerings across classes. This is measured by the master schedule, 8th grade graduation expectations, and report cards.  Our school is small with 2 classes at each grade level. These classes have the same course of study and our inclusive of all students at the grade level. The classroom teachers are fully credentialed.|Our school is initiating World Languages for all students in 7th grade and is exploring the options provided through the recent CA materials / textbook adoption process, which is not yet finalized. The school is also in discussions to implement ideas from the World Languages framework in grades K-8.|Teachers will work with administration to learn from the initial implementation phase to improve the World Language offering for students.||2021-09-29||2021                
19647330111484|New Village Girls Academy|7|New Village Girls Academy serves approximately 105 students in grades 9-12 with the following demographics: 86% Hispanic, 11% African American, 1% Filipino, 21% Students with Disabilities (SWD), 25% English Learners (EL), 2% Foster Youth (FY), 10% Homeless Youth (HY), and 95% Socioeconomically Disadvantaged (SED). 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|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 Engineering, Astrophysics, Art History, learning Through Internships, and Financial Literacy and access to concurrent enrollment at LA City College and LA Trade Tech College. 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.||2021-06-28||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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 provides a broad course of study to all students. The school provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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 provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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 provides a broad course of study to all students. The school provides all students with a wide range of courses, including A-G requirements.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
19647330112201|PUC Excel Charter Academy|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 Excel is a single school LEA.  At Excel there are no differences across student groups in access to, and enrollment in, a broad course of study.  All students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  Foreign or World Language will be offered beginning 2021-2022 SY.|For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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.||2021-06-11||2021                
19647330112508|Bright Star Secondary Charter Academy|7|Bright Star Secondary Charter Academy uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like iReady. Each student has access to core curriculum and electives that meet all A-G requirements. These consist of College Prep electives, Foreign Language, Physical Education, Visual and/or Performing Arts.|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/or 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 and access to outdoor areas.|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 and opportunities with the local Community College District.||2021-06-21||2021                
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.||2021-06-17||2021                
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.||2021-10-26||2021                
19647330115048|Fenton Primary Center|7|The Charter School serves as its own LEA within the Charter Management Organization, Fenton Charter Public Schools. The Charter School 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.   The 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.   Each full-time employee participates as a member of a council. Other employees, parents, and community members are able to attend whenever they choose.   Advisory Councils at the Charter School include: Budget, Facilities and Safety Council; Curriculum and Assessment Council; Human Resource and Personnel Council; School-Community Relations Council; School Site Council.|The CCSS and Content Standards for California Public Schools define the skills, knowledge and abilities students are expected to master at the Charter School. 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 includes the following systematic teacher practices: 1) Use of Standards Based Curriculum; 2) Universal Screening; 3) Progress Monitoring; and 4) Tiered Interventions.|Not applicable. All students have access to all courses.|The Charter School will continue to monitor using its collaborative process and Curriculum and Assessment Council for decision making.||2021-06-17||2021                
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|7|The School developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 9.28 teachers for grades 6-8 it is a challenge to provide adequate access in areas like foreign language and applied and performing arts.|The school will work to increase student access to visual and performing arts and career technical education.||2021-06-17||2021                
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 measured 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. In the 2021-22 school year, we will be implementing more opportunities to provide enrichment courses to all students as well additional social-emotional learning opportunities.||2021-07-03||2021                
19647330115287|ICEF Vista Middle Academy|7|ICEF Vista Middle Academy established in 2008 is a tuition-free, public charter school and serves approximately 217 students in grades 6-8 with the following demographics: 98% Hispanic, 1% African-American, 1% White, 11% Students with Disabilities (SWD), 32% English Learners (EL), 4% Homeless Youth (HY), and 97% Socioeconomically Disadvantaged (SED). Currently, our school does not have any students identified as Foster Youth (FY).   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.|ICEF Vista is a transformative environment where students become scholars.  ICEF Vista Charter is a college preparatory school that uses rigorous, engaging, standards-aligned instruction every day. Every scholar is provided their own Chromebook to assist in their learning. We are a PBIS school and believe in restorative justice as an approach to discipline. Our scholars have graduated from us and attended colleges such as USC, LMU, Notre Dame, Cal State LA, Cal State Northridge, UC Irvine, and many other 4-year colleges across the country.   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 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.||2021-06-17||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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 321 students in grades 6-8. 91% Hispanic, 5% African American, 1% 2+ Races, 15% Students with Disabilities (SWD), 23% English Learners (EL), 0.3% Foster Youth (FY), 0.3% Homeless Youth (HY), and 92% Socioeconomically Disadvantaged (SED). 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 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, and Health. 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.||2021-06-14||2021                
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 schoolmaster 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 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 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 English Language and Composition, Spanish Language and Culture, Statistics, and World History (Modern). 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 the satisfaction of UC/CSU requirements.|MSA-4 provides access to a college-preparatory, STEAM-focused broad course of study for all our students.|MSA-4 will continue to provide access to a college-preparatory, STEAM-focused broad course of study for all our students. We will ensure that all our students graduate and are 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 educational experience to our students.||2021-06-24||2021                
19647330117648|Magnolia Science Academy 6|7|1.  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.|2.  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.)|3.  MSA-6 provides access to a college-preparatory, STEAM focused broad course of study for all our students.|4.  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.||2021-06-24||2021                
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, after school club forms, class rosters, student schedules and transcripts, 100% of our 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 and career week to develop and motivate students to be college and career ready. 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 education, and SEL programs, etc. In addition, we will continue to 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 educational experience for our students.||2021-06-24||2021                
19647330117895|Synergy Kinetic Academy|7|Synergy reviews multiple measures, including the School Accountability Report Card (SARC) data from the previous year, specifically looking at instances that were not met in the areas of teacher misassignments and the availability of textbooks and instructional materials. These measures will be reviewed to track the extent to which all students have access to a broad course of study. Annual teacher surveys will also be used by SKA to assess the proper implementation of State standards. The school will also review annual student enrollment data.|All students and subgroups have access to the same curriculum at SKA which includes all core subjects. STEM lab courses are offered to students in all grades, and 6th grade students will also enroll in a technology-focused course to provide access to technology and media literacy skills needed for success in middle school classes. There are no differences across student groups and resource teachers often push into the classrooms to assist with providing access to students with special needs. Further professional development is planned to enhance the designated and integrated ELD instruction to better support or English Learners.|All students and subgroups have access to the same curriculum which includes a broad course of study in core subjects, as well as regular physical activity. A block schedule will allow for an advisory period to provide additional intervention and support to students with IEPs.|The school plans to implement further professional development to enhance designated and integrated ELD instruction to better support or English Learners.||2021-06-19||2021                
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. TK-4th grade core classes are Math, English, Science, Social Studies, 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 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.||2021-06-16||2021                
19647330117937|ICEF Vista Elementary Academy|7|ICEF Vista Elementary Academy (IVEA) established in 2008 is a tuition-free, public charter school and serves approximately 308  students in grades TK-5 with the following demographics: 95% Hispanic, 3% African-American, 2% White, 14% Students with Disabilities (SWD), 39% English Learners (EL), 1% Foster Youth (FY), 5% Homeless Youth (HY), and 90% Socioeconomically Disadvantaged (SED).  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.|ICEF Vista is a transformative environment where students become scholars.  ICEF Vista Elementary Academy is a college preparatory school that uses rigorous, engaging, standards-aligned instruction every day. Every scholar is provided their own Chromebook to assist in their learning. We are a PBIS school and believe in restorative justice as an approach to discipline. Our scholars have graduated from us and went on to attend colleges such as USC, LMU, Notre Dame, Cal State LA, Cal State Northridge, UC Irvine, and many other 4-year colleges across the country.  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, and Music courses. 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.||2021-06-17||2021                
19647330117978|Goethe International Charter|7|Goethe International Charter School serves approximately 419 students in grades TK-7 with the following student demographics that include: 39% White, 24% Hispanic, 18% 2+ Races, 13% African American, 4% Asian, 2% Filipino, of which 8% are Students with Disabilities, 13% English Language Learners, 0.2% Homeless, 0.4% Foster Youth and 26% Socioeconomically Disadvantaged. Goethe will expand to serve TK-8 in the 2021-22 school year.  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 (TK-8), German (TK-8), Spanish (Gr. 3-8) Exploratory Performing Arts (Gr.6-8).  There are no differences in accessibility to courses, across student groups at Goethe International Charter School. Note: GICS will serve grades TK-8 in the 2021-22 school year.|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.|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.|2021-06-24||2021                
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 provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges. The school provides all students with a wide range of courses, including A-G requirements.||2021-06-25||2021                
19647330120014|Endeavor College Preparatory Charter|7|Endeavor College Preparatory Charter School currently serves 633 students in grades TK-8 comprised of 98% Hispanic, 90% free/reduced lunch, 39% English Language Learners, and 13% 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 operate with high expectations for all students and actively provide them 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 bell schedule, our student information system database, student course schedule, and report cards. In addition, this will be verified by the Head of School 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 Enrichment which occurs weekly during Morning Advisory. There are no differences to accessibility to courses, across student groups at Endeavor College Preparatory Charter School. In order to broaden our selection and course of study, we will offer the following elective classes next year: art, environmental science, and creative writing.|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 for the remainder of the 2019-2020 academic school year; however in order to broaden our selection and course of study, we will offer the following elective classes next year: art, Spanish, and creative writing.||2021-06-16||2021                
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 or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences/Sciences (integrated with literacy at the elementary level), Visual and Performing Arts.|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/or 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 Middle School, including such classes as Physical Education, Health, and Career and Technical Education is the small size of the school and access to outdoor areas.|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, advisory classes, mentorship and internship opportunities and private and public partnerships.||2021-06-21||2021                
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.||2022-03-16||2021                
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.||2021-06-17||2021                
19647330120527|Watts Learning Center Charter Middle|7|Watts Learning Center Charter Middle School serves approximately 403 students in grades 6-8 with the following demographics: 85% Hispanic, 14% African-American, 1% White, 7% Students with Disabilities (SWD), 17% English Learners (EL), 0.3% Foster Youth (FY), and 99% Socioeconomically Disadvantaged (SED).  Currently, our school does not have any students identified as Homeless Youth.  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); Art, Digital Art, Dance (Gr 6&8), Sports Conditioning (Gr 8), and a Personal Finance series by grade level (6-8). 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.|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 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.|2021-06-29||2021                
19647330121079|Ararat Charter|7|All students have access to a broad course of study with Spanish language instruction, Armenian language instruction, Music, physical education, and health instruction.|All students are enrolled in a broad course of study with Spanish language instruction, Armenian language instruction, Music, physical education, and health education.  Since LEA is an elementary school, these content areas are taught as part of the regular school day and enrollment into these classes is automatic.|No barriers.|Maintain the status quo with providing access to a broad course of study.||2021-05-27||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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. TK-4th grade core classes are English, Math, 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 Fundamentals of Art, Beginning 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.||2021-06-16||2021                
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 TK-4th grade students will participate are Physical Education, Science, Math, English and Social Studies. 5th grade core classes are English, Social Studies, Science, Math, and Physical Education. 6th grade core classes are English, Social Studies, Science, Math, and Physical Education. 7th grade core classes are English, World Civilizations, Science, Pre-Algebra, and Physical Education. 8th grade core classes are English, Algebra, Science, US History, 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 Advanced Art and Beginning Dance. KCCP offers Fundamentals of Art for 5th and 6th grade students and Beginning Music for 7th and 8th 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.||2021-06-16||2021                
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. Additionally, 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.||2021-06-23||2021                
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.|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.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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 provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
19647330122556|Citizens of the World Charter School Hollywood|7|Citizens of the World – Hollywood is a WASC-accredited serving approximately 465 students in grades TK-5 with the following student demographics: 41% White, 31% Hispanic, 17% Asian, 55 2+ Races, 4% African American, 1% Filipino, including 11% Students with Disabilities (SWD), 16% English Learners (EL), 0.4% Homeless Youth (HY), and 43% Socioeconomically Disadvantaged (SED). Currently, our school does not have any students identified as Foster Youth.  Citizens of the World – Hollywood provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Citizens of the World – West Valley’s educational program.   Citizens of the World – Hollywood 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, 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 Citizens of the World – Hollywood, 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: Music (TK-1), Performing Arts (2-5), Art (TK-5), and Multicultural Studies courses.  There are no differences in accessibility to courses, across student groups at Citizens of the World – Hollywood.|Currently, 100% of the students have access to a broad course of study, and Citizens of the World – Hollywood will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – Hollywood 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.|The mission of Citizens of the World - Hollywood is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.|2021-06-21||2021                
19647330122606|PUC Lakeview 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 or 504 Team decision (Certificate of Completion or California Minimum High School Diploma), may have a modified PUC Course pathway or an accommodated Course pathway that is designed to support their individual needs (course sequence that does not align with PUC’s “A-G” high school diploma requirements.)  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  PUC School & College Counselors support each individual student‘s course path sequences.|At PUC LCHS all students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  World Language will be offered beginning 2021-2022 SY. All PUC Schools’ high schools offer a 4-year course sequence that aligns with PUC School’s high school diploma requirements and University of California (UC) and California State University (CSU) undergraduate admissions requirements. PUC School and College Counselors work with each student to select their 4-year course sequence that aligns with their high school graduation and post-high school career and education plans.  Students who have special needs, and require alternative graduation pathway are provided with the adjusted courses and an Individual Transition Plan (ITP).  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.  The difference in course offerings at our five PUC high schools are as follows:  1.  Advanced Placement Courses (AP): PUC Los Angeles high schools do not offer AP courses: PUC CALS ECHS & PUC eCALS, focus solely on providing college course opportunities through their dual enrollment offerings. 2. Dual Enrollment College Courses: All five PUC high schools offer dual enrollment college courses through their local Los Angeles Community College District institutions (LACCD).|For grades 7-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.   High school students who have special needs, and require modified curriculum or an alternative graduation path (California Minimum High School Diploma or Certificate of Completion) are provided with a variety of courses that best support the goals of the student’s Individual Education Plan (IEP).|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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 packaging college courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes that fall under The Intersegmental General Education Transfer Curriculum (IGETC) course series that that California community college students can complete to satisfy freshmen/sophomore level general education requirements before transferring to most colleges and majors at UC campuses.  PUC high schools will also offer course sequences that align with Career Technical Education programs (CTE).      Career Technical Education Pathway Completion (CTE) – As of Spring 2021 only PUC Triumph Charter High School offers a CTE pathway through Los Angeles Mission College’s Allied Health Sciences program.  Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting the 2021-2022 school year.|Depending on the unique needs of a student, the course offerings may be adjusted to ensure the student has access to a broad course study that align with the student’s high school and postsecondary career and education plans. Students who are English Language Learners (ELLs) are provided an English Language Development (ELD) course, and ELD teaching strategies are embedded within each subject matter class. In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered on their high school campus, via online learning or offered on the community college’s campus.  PUC School & College Counselors provide ongoing support to these students,  with their transition from high school student to college student. 3. Scholar Success Center Program (SSC): PUC School’s SSC programs are offered at PUC Community Charter Early College High School (PUC CCECHS), PUC Early College Academy for Leaders and Scholars (PUC eCALS).  It 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.|2021-06-11||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
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 schoolmaster schedule, elective forms, class rosters, student schedules, and transcripts, MSA-Bell strives to offer a well-rounded education to our students. Furthermore, MSA Bell support staff responsibilities shifted due to the pandemic to ensure connectivity to school. This included phone outreach to determine student needs such as Hot Spots for Internet, Chromebook, or providing technical support to ensure connectivity to classes and the available platforms. All technology is managed and monitored to ensure appropriate usage and inventory.|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 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. The Learning Management System provides teachers with resources to monitor academic progress and tips to connect with students. Mentorship is monitored through the LMS to ensure every child has an adult connection on campus. 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 world language courses (Spanish 1 and 2) that would earn credit towards their high school pathway.|MSA Bell has executed extensive plans to ensure and provide ongoing connectivity. The major hindrance impacting student connection is the inability to form a personal connection in the virtual environment versus in-person. The pandemic has lead to the monitoring of various data points that identifies our neediest students and extensive plans have been generated to connect or reconnect students and families. These plans include, but not limited to, home visits, conferences and follow-ups, creation of personalized scheduled, support to connect to the various platforms, etc.|The following is a list of strategies and actions that are being reviewed for implementation/execution. Some of these plans are currently in action and will be adjusted to continually enhance positive student outcomes.   - Increase tele-outreach to support in various areas such as the transition to hybrid, and educate with online tools such as Illuminate and ParentSquare.   - Evaluate instructional practices to highlight promising instructional practices such as a focus on power standards, ensure assignments are relevant to finish product, emphasize learning skill sets and recognition of the process for learning, staff sharing, and highlighting instructional practices during meetings.  - Adjustment of schedule to ensure time is allocated for an appropriate break and lunchtimes, and shift advisory to assist with academic interventions  - Dedicated task force members to highlight and solicit information about reopening, to be part of the decision-making process.   - As students return, opportunities to increase student-to-student interactions will be explored further through professional development.  - As students return to campus, the instructional staff will focus on reviewing and adjusting the school-wide expectation matrix to continue to align with our PBIS goals.  - Explore communication inhibiting factors||2021-06-24||2021                
19647330122754|Valley Charter Elementary|7|Valley Charter Elementary uses the following locally selected tools to assess whether all students, including unduplicated pupils, are enrolled in a broad course of study: key information from our Student Information System, including master schedule, class schedules, student designations/identifications, progress reports, and Individualized Education plans.|All Valley Charter Elementary students have access to a full and broad course of study. All students learn how to be readers and writers through our reading and writing workshop model, become mathematicians through our study of Singapore math, and have access to science and history standards through our unique and engaging project-based curriculum.  Social-emotional learning is woven into the fabric of each classroom and provides the foundation for our collaborative work.  Music and art are integrated into projects and all students participate in a robust and fun physical education program. Each classroom has a dedicated Teaching Assistant to support all students to access the curricula and we have a dedicated RSP teacher and Behavior Interventionists as needed to support our students with disabilities.|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.|Valley Charter Elementary will continue to ensure a strong focus on identifying and providing professional development and support to staff to maintain and elevate our program so that all students continue to have access to a broad, coherent, and rigorous course of study.  In SY 21-22, VCS will be hiring a Director of Operations to provide organization-wide support on operations so that school leaders can reallocate time to program quality and continuous improvement.||2021-09-23||2021                
19647330122838|Valley Charter Middle|7|Valley Charter Middle uses the following locally selected tools to assess whether all students, including unduplicated pupils, are enrolled in a broad course of study: key information from our Student Information System, including master schedule, class schedules, student designations/identifications, progress reports, and Individualized Education plans.|All Valley Charter Middle students have access to a full and broad course of study. All students learn how to be readers and writers through our adapted reading and writing workshop model, become mathematicians through project-based math curriculum, and have access to science and history standards through our unique and engaging project-based curriculum.  Social-emotional learning is woven into the fabric of each classroom and provides the foundation for our collaborative work.  Music and art are integrated into projects and all students participate in a robust and fun physical education program.  Core classrooms have a dedicated Assistant Teacher to support all students to access the curricula and we have a dedicated RSP teacher and Behavior Interventionists as needed to support our students with disabilities.|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.|Valley Charter Middle will continue to ensure a strong focus on identifying and providing professional development and support to staff to maintain and elevate our program so that all students continue to have access to a broad, coherent, and rigorous course of study.  In SY 21-22, VCS will be hiring a Director of Operations to provide organization-wide support on operations so that school leaders can reallocate time to program quality and continuous improvement.||2021-09-23||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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 provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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 provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school implements an EL Master Plan which includes a five step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a review of the standardized testing data. Students with disabilities are supported in accordance with their IEPs and our mental health services team. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to either interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support both students and their families with referrals to local organizations which support housing stability and provide 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 address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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 provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
19647330124198|Extera Public|7|Our school measures students’ access to a broad course of study by looking at school schedules via our Student Information System (SIS). Reports can be ran to view all sections that students are enrolled in and what federal programs they participate in to ensure educational programming alignment.|Our school serves students in TK-8. Currently, all courses are offered within the self-contained classroom. Art and Physical Education are taught by the classroom teacher. All students who are English Learners (EL) are enrolled in English Language Development (ELD) and are provided integrated and designated ELD. EL students are also provided separate ELD grades for their participation in ELD. Students with exceptional needs are serviced in their general education classrooms with accommodation and modifications to meet their learning needs. Some students with exceptional needs are also provided pull-out services as dictated by their IEPs (Individualized Education Plan).  We have had different iterations of electives for our 6th-8th-grade students over the years and want to create a more structured program. We hope to develop an educational program where students will have access to separate Art and Physical Education courses taught by a specialized, credentialed teacher.|There are two barriers preventing our school from providing access to a broad course of study for our students. The first, which is being addressed, is having an educational program model where there are separate Art and/or Physical Education classes for students to participate in. The second is space allocation. We are currently on co-located LAUSD campuses that do not allocate additional classroom space for elective or enrichment courses. We hope to address the second barrier my finding a private school site.|We are currently developing an educational program structure and schedule that will allow for separate Art and Physical Education courses to be taught by a specialized, credentialed teacher.   We also hope to develop an educational program structure and schedule for middle school electives and advisory periods.||2021-10-15||2021                
19647330124222|Rise Kohyang Middle|7|Rise Kohyang Middle School uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences/Sciences, Visual and Performing Arts.|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/or 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 Middle School, including such classes as Physical Education, Health, and Career and Technical Education is the small size of the school and access to outdoor areas.|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, advisory classes, mentorship and internship opportunities and private and public partnerships.||2021-06-21||2021                
19647330124560|Synergy Quantum Academy|7|Synergy reviews multiple measures, including the School Accountability Report Card (SARC) data from the previous year, specifically looking at instances that were not met in the areas of teacher misassignments and the availability of textbooks and instructional materials. These measures will be reviewed to track the extent to which all students have access to a broad course of study. An annual teacher survey will also be used by SQA to assess the proper implementation of State standards. The school will also review annual student enrollment data.|All students have access to a college-ready curriculum, as the school’s graduation requirements are aligned to the A-G course requirements for admission to a CSU/UC. Students have the instructional materials needed to participate in all classes. All students have the opportunity to participate in AP classes, and there are no teacher recommendations or minimum test score requirements to enroll in AP classes. There is no school site comparison data available since the LEA is a single school.|All students have access to a college-ready curriculum, as the school’s graduation requirements are aligned to the A-G course requirements for admission to a CSU/UC.|SQA plans to continue to appropriately assign fully credentialed teachers in the applicable subject areas and will continue to provide students with access to quality standards-aligned instructional materials. SQA will also continue to seek teacher feedback regarding the implementation of state standards through the annual teacher survey, as well as monitor enrollment data.||2021-06-19||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
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.||2022-03-16||2021                
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|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 or 504 Team decision (Certificate of Completion or California Minimum High School Diploma), may have a modified PUC Course pathway or an accommodated Course pathway that is designed to support their individual needs (course sequence that does not align with PUC’s “A-G” high school diploma requirements.)  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  PUC School & College Counselors support each individual student‘s course path sequences.|At PUC ECALS all students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  World Language will be offered beginning 2021-2022 SY. All PUC Schools’ high schools offer a 4-year course sequence that aligns with PUC School’s high school diploma requirements and University of California (UC) and California State University (CSU) undergraduate admissions requirements. PUC School and College Counselors work with each student to select their 4-year course sequence that aligns with their high school graduation and post-high school career and education plans.  Students who have special needs, and require alternative graduation pathway are provided with the adjusted courses and an Individual Transition Plan (ITP).  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.  The difference in course offerings at our five PUC high schools are as follows:  1.  Advanced Placement Courses (AP): PUC Los Angeles high schools do not offer AP courses: PUC CALS ECHS & PUC eCALS, focus solely on providing college course opportunities through their dual enrollment offerings. 2. Dual Enrollment College Courses: All five PUC high schools offer dual enrollment college courses through their local Los Angeles Community College District institutions (LACCD).|For grades 7-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.   High school students who have special needs, and require modified curriculum or an alternative graduation path (California Minimum High School Diploma or Certificate of Completion) are provided with a variety of courses that best support the goals of the student’s Individual Education Plan (IEP).|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 Leaders 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 packaging college courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes that fall under The Intersegmental General Education Transfer Curriculum (IGETC) course series that that California community college students can complete to satisfy freshmen/sophomore level general education requirements before transferring to most colleges and majors at UC campuses.  PUC high schools will also offer course sequences that align with Career Technical Education programs (CTE).      Career Technical Education Pathway Completion (CTE) – As of Spring 2021 only PUC Triumph Charter High School offers a CTE pathway through Los Angeles Mission College’s Allied Health Sciences program.  Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting the 2021-2022 school year.|Depending on the unique needs of a student, the course offerings may be adjusted to ensure the student has access to a broad course study that align with the student’s high school and postsecondary career and education plans. Students who are English Language Learners (ELLs) are provided an English Language Development (ELD) course, and ELD teaching strategies are embedded within each subject matter class.  In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered on their high school campus, via online learning or offered on the community college’s campus.  PUC School & College Counselors provide ongoing support to these students,  with their transition from high school student to college student. 3. Scholar Success Center Program (SSC): PUC School’s SSC programs are offered at PUC Community Charter Early College High School (PUC CCECHS), PUC Early College Academy for Leaders and Scholars (PUC eCALS).  It 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.|2021-06-11||2021                
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.||2022-03-16||2021                
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, Physical Education, 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.||2021-06-16||2021                
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, Science, and Physical Education. 8th grade core classes are English, Ethnic Studies, Science, Algebra, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at KSA. KSA offers Beginning Music to its 5th and 6th grade students. 6th grade students can also participate in Beginning Voice. 7th grade students can participate in Instrumental Ensemble, Band, Modern Band, and Choir. 8th grade students can participate in Advanced Voice, Advanced Music, and Geometry.|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.||2021-06-16||2021                
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. Students can participate in Beginning Music and Spanish I.|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.||2021-06-16||2021                
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. 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 PMC Journeys 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. 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.|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. 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.|2021-06-17||2021                
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. In addition, we are continuously evaluating our course offerings to meet the needs of our students, adding courses like providing more AP courses to support student college readiness.|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.||2021-06-23||2021                
19647330126177|Citizens of the World Charter School Silver Lake|7|Citizens of the World – Silver Lake is a WASC-accredited serving approximately 868 students in grades TK-8 with the following student demographics: 40% Hispanic, 31% White, 6% African-American, 7% 2+ Races, 12% Asian, 2% Filipino, including 14% Students with Disabilities (SWD), 16% English Learners (EL), 0.1% Foster Youth (FY), 0.1% Homeless Youth (HY), and 46% Socioeconomically Disadvantaged (SED).  Citizens of the World – Silver Lake provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Citizens of the World – Silver Lake’s educational program.   Citizens of the World – Silver Lake 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 Citizens of the World – Silver Lake, 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 Music (TK-5), Visual Arts, Social Justice/Multi-cultural Education (3-5), Spanish (6-8), Art (6-8), Decolonized Theatre & Drama (6-8) and non-core electives offered on Wednesdays for al students.     There are no differences in accessibility to courses, across student groups at Citizens of the World – Silver Lake.|Currently, 100% of the students have access to a broad course of study, and Citizens of the World – Silver Lake will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – Silver Lake 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.|The mission of Citizens of the World – Silver Lake is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.|2021-06-21||2021                
19647330126193|Citizens of the World Charter School Mar Vista|7|Citizens of the World – Mar Vista (CWC-MV) is WASC-accredited serving approximately 606 students in grades TK-8 with the following student demographics: 39% Hispanic, 32% White, 13% African-American, 8% 2+ Races, 5% Asian, 2% Filipino, including 13% Students with Disabilities (SWD), 9% English Learners (EL), 0.2% Foster Youth (FY), 3% Homeless Youth (HY), and 42% Socioeconomically Disadvantaged (SED).    The mission of Citizens of the World Charter Mar Vista is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.  CWC-MV provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of our educational program.   CWC-MV 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 Citizens of the World – Mar Vista, 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 Art (Gr.TK-8), Spanish (Gr. TK-5 & 8), Music (Gr. TK-5), Robotics (Gr 6-8), Dance (Gr 6-8), and Creative Writing (Gr 6-8) courses.  There are no differences in accessibility to courses, across student groups at Citizens of the World – Mar Vista.|Currently, 100% of the students have access to a broad course of study, and Citizens of the World – Mar Vista will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – Mar 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.||2021-06-21||2021                
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.||2021-06-17||2021                
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. TK-4th grade core classes are English, Science, Math, 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 I, Fundamentals of Art, and Beginning 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.||2021-06-16||2021                
19647330127886|City Language Immersion Charter|7|Master schedule and distribution of specialist teachers throughout the day.|100% students receiving visual arts once a week  100% of students receiving physical education weekly|N/A|N/A||2021-10-28||2021                
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 iReady. Each student has access to core curriculum and electives that meet all A-G requirements. These consist of College Prep electives, Foreign Language, Physical Education, Visual and/or Performing Arts.|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/or 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 and access to outdoor areas.|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 and opportunities with the local Community College District.||2021-06-21||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
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.||2022-03-16||2021                
19647330128132|Extera Public School No. 2|7|Our school measures students’ access to a broad course of study by looking at school schedules via our Student Information System (SIS). Reports can be ran to view all sections that students are enrolled in and what federal programs they participate in to ensure educational programming alignment.|Our school serves students in TK-5. Currently, all courses are offered within the self-contained classroom. Art and Physical Education are taught by the classroom teacher. All students who are English Learners (EL) are enrolled in English Language Development (ELD) and are provided integrated and designated ELD. EL students are also provided separate ELD grades for their participation in ELD. Students with exceptional needs are serviced in their general education classrooms with accommodation and modifications to meet their learning needs. Some students with exceptional needs are also provided pull-out services as dictated by their IEPs (Individualized Education Plan).  We hope to develop an educational program where students will have access to separate Art and Physical Education courses taught by a specialized, credentialed teacher.|There are two barriers preventing our school from providing access to a broad course of study for our students. The first, which is being addressed, is having an educational program model where there are separate Art and/or Physical Education classes for students to participate in. The second is space allocation. We are currently on co-located LAUSD campuses that do not allocate additional classroom space for elective or enrichment courses. We hope to address the second barrier my finding a private school site.|We are currently developing an educational program structure and schedule that will allow for separate Art and Physical Education courses to be taught by a specialized, credentialed teacher.||2021-10-15||2021                
19647330128389|Ivy Bound Academy Math, Science, and Technology Charter Middle 2|7|The School developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 9.14 teachers for grades 6-8 it is a challenge to provide adequate access in areas like foreign language and applied and performing arts.|The school will work to increase student access to visual and performing arts and career technical education.||2021-06-17||2021                
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 Robotic Technologies as electives to 5th and 6th grade students. 6th grade core classes are English, Math, Physical Education, Science, and Social Studies. 7th grade core classes are English, Pre-Algebra, Physical Education, Science, and World Civilizations. 8th grade core classes are English, Algebra, Physical Education, Science, and US History. 7th and 8th grade electives available to all students are Advanced Art, Computer Science, and Advanced Math.|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.||2021-06-16||2021                
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 provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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. TK-4th grade core classes are Math, English, Science, Social Studies, 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 I, Dance, and Fundamentals of 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.||2021-06-16||2021                
19647330129593|PUC Inspire Charter Academy|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 Inspire is a single school LEA.  At PUC Inspire there are no differences across student groups in access to, and enrollment in, a broad course of study.  All students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  Foreign or World Language will be offered beginning 2021-2022 SY.|For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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.||2021-06-11||2021                
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.|PUC CCES is a single school LEA.  At PUC CCES there are no differences across student groups in access to, and enrollment in, a broad course of study. 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.|For grades 1-6 there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement. Students who are English Language Learners are provided additional support such as ELD support within each subject matter in order to ensure access to the broad course of students being offered. In addition, intervention supports have been implemented based on student data. There are no barriers that are preventing PUC Schools from offering and/or enrolling students in a broad course of study. All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, and small group settings.|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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.||2021-06-11||2021                
19647330129833|Global Education Academy 2|7|The school ensures that individuals with exceptional needs have access through a broad course study by reviewing previous needs that have already been established for the student or if needed assess students at the beginning of the year to identify instructional or other concerns that the student may need to be addressed to secure student success.|All students are provided with access to all services to meet their individual needs.  They are enrolled in a broad course study that addresses and tracks progress through a series of academic program data tracking by the provider, meetings with all involved constituents, close service provider monitor to ensure that students receive the support that they need.|The school does not have any barriers that prevent the school from providing access to a broad course of study for all students.|At this time the school is not in need to implement any further measures to address course of study for all students.||2021-10-26||2021                
19647330129858|Everest Value|7|All students at Everest school are in self contained classes offering a broad course of study in English, Mathematics, Social Sciences, Science, Physical Education and Performing Arts. 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.|NA|All EVS 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 Cluster Mentorship groups. In 2019-2020, after reviewing its SBAC results, the school’s mentor teachers decided to focused the academic attention on improving writing, vocabulary and grammar. This included the adoption of the Lucy Calkins’ Writers Workshop, the Wordly Wise program and Voyages in Grammar. The results of the upcoming 2020-21 SBAC will allow our mentor teachers to reassess if more is needed to address the needs of Everest students in writing.||2021-06-04||2021                
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.||2021-06-19||2021                
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|7|The Charter School serves as its own LEA within the Charter Management Organization, Fenton Charter Public Schools. The Charter School 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.   The 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.   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 Committees at the Charter School 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 at the Charter School. 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 includes the following systematic teacher practices: 1) Use of Standards Based Curriculum; 2) Universal Screening; 3) Progress Monitoring; and 4) Tiered Interventions.|Not applicable. All students have access to all courses.|The Charter School will continue to monitor using its collaborative process and Curriculum and Assessment Council for decision making.||2021-06-17||2021                
19647330131722|Fenton Charter Leadership Academy|7|The Charter School serves as its own LEA within the Charter Management Organization, Fenton Charter Public Schools. The Charter School 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.   The 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.   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 Committees at the Charter School 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 at the Charter School. 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 includes the following systematic teacher practices: 1) Use of Standards Based Curriculum; 2) Universal Screening; 3) Progress Monitoring; and 4) Tiered Interventions.|Not applicable. All students have access to all courses.|The Charter School will continue to monitor using its collaborative process and Curriculum and Assessment Council for decision making.||2021-06-17||2021                
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. TK-4th grade core classes are English, Math, Social Studies, Science, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at KIG. KIG offers Dance and Fundamentals of 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.||2021-06-16||2021                
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. TK-4th grade core classes are English, Math, Science, Social Studies, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at KPP. KPP offers Fundamentals of Art, Spanish I, and Dance t 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.||2021-06-16||2021                
19647330131821|Collegiate Charter High School of Los Angeles|7|Collegiate Charter High School is a WASC-accredited tuition-free public school serving approximately 199 students in grades 9-12 with the following demographics: 91% Hispanic, 9% African-American, 20% Students with Disabilities (SWD), 21% English Learners (EL), 0.5% Foster Youth (FY), 0.2% Homeless Youth (HY), and 88% Socioeconomically Disadvantaged (SED). Collegiate is co-located on the campus of Belvedere Middle School in East Los Angeles.  Collegiate Charter High School of Los Angeles provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Collegiate’s educational program.   Collegiate Charter High School Los Angeles 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 Collegiate Charter High School – Los Angeles 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 Advisory Course as part of the school’s high school graduation requirements. There are no differences in accessibility to courses, across student groups at Collegiate Charter High School – Los Angeles.|Currently, 100% of the students have access to a broad course of study, and Collegiate Charter High School – Los Angeles will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Collegiate Charter High School – Los Angeles 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.|Collegiate Charter School is based on the Building Excellent Schools Program with key features from the Achievement First Public Charter School, high school model. All students participate in a rigorous, standards-aligned college preparatory educational program, offering UC A-G approved courses, through a culturally responsive approach. We focus on pedagogical strategies that spark students’ behavioral, cognitive, and emotional engagement to ensure students achieve content mastery and personal success. Collegiate’s instructional design is grounded from extensive research of successful school design to meet the needs of low-income, first-generation college-going students.  MISSION Collegiate prepares all students in grades nine through twelve for success in four-year colleges, professional careers, leadership in their communities, and lives of opportunity.  VISION We believe that all children, regardless of race, ethnicity, socioeconomic status, gender, gender identity, disability, home language, country of origin, or religion, must have access to excellent educational opportunities for their K-12 years. This includes access to an excellent high school, regardless of home zip code. We believe that it is the job of educators to be creative, compassionate, relentless, and results-oriented on behalf of children in order to ensure that every student’s learning time is optimized and that every student realizes their potential.|2021-06-29||2021                
19647330131870|Resolute Academy Charter|7|Resolute Academy is a tuition-free, college-preparatory, public charter middle school situated in the Watts community of South Los Angeles. Resolute Academy serves approximately 230 students in grades 5-8 with the following demographics: 69% Hispanic, 26% African American, 18% Students with Disabilities (SWD), 26% English Learners (EL), 0.4% Foster Youth (FY), 1% Homeless Youth (HY), and 98% Socioeconomically Disadvantaged (SED). Resolute Academy is co-located in an LAUSD Proposition 39 facility.   Our mission is to equip students in grades 5-8 with the academic foundation and strength of character necessary to excel in selective high schools and colleges.   Resolute Academy is driven by five Core Values: Woke, Accountable, Tenacious, Thoughtful, and Strong.   Resolute 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 Resolute Academy’s educational program.   Resolute 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, semester course schedule,  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 Resolute Academy, 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: Art, and Health. There are no differences in accessibility to courses, across student groups at Resolute Academy.|Currently, 100% of the students have access to a broad course of study, and Resolute Academy will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Resolute 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.||2021-06-30||2021                
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 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, and an English Enrichment class for newcomers. University Prep Value HS offers English 9-12, Integrated Math 1-3, PreCalculus, AP Calculus, Statistics, 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, 11th 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 students 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 2020-21, UPVHS implemented a Tri-POD coaching system, where three teachers worked together throughout the year to address areas of instruction, based on Robert Marzano’s Framework for Teaching. Additionally, UPVHS will continue to improve its use of SDAIE strategies which allow all students access to the broad course of study.||2021-06-04||2021                
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.||2022-03-16||2021                
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. 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 PMC Journeys 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. 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.|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. 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.|2021-06-17||2021                
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 or 504 Team decision (Certificate of Completion or California Minimum High School Diploma), may have a modified PUC Course pathway or an accommodated Course pathway that is designed to support their individual needs (course sequence that does not align with PUC’s “A-G” high school diploma requirements.)  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  PUC School & College Counselors support each individual student‘s course path sequences.|At PUC TCA all students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  World Language will be offered beginning 2021-2022 SY. All PUC Schools’ high schools offer a 4-year course sequence that aligns with PUC School’s high school diploma requirements and University of California (UC) and California State University (CSU) undergraduate admissions requirements. PUC School and College Counselors work with each student to select their 4-year course sequence that aligns with their high school graduation and post-high school career and education plans.  Students who have special needs, and require alternative graduation pathway are provided with the adjusted courses and an Individual Transition Plan (ITP).  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.  The difference in course offerings at our five PUC high schools are as follows:  1.  Advanced Placement Courses (AP): PUC Los Angeles high schools do not offer AP courses: PUC CALS ECHS & PUC eCALS, focus solely on providing college course opportunities through their dual enrollment offerings. 2. Dual Enrollment College Courses: All five PUC high schools offer dual enrollment college courses through their local Los Angeles Community College District institutions (LACCD).|For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.   High school students who have special needs, and require modified curriculum or an alternative graduation path (California Minimum High School Diploma or Certificate of Completion) are provided with a variety of courses that best support the goals of the student’s Individual Education Plan (IEP).|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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 packaging college courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes that fall under The Intersegmental General Education Transfer Curriculum (IGETC) course series that that California community college students can complete to satisfy freshmen/sophomore level general education requirements before transferring to most colleges and majors at UC campuses.  PUC high schools will also offer course sequences that align with Career Technical Education programs (CTE).      Career Technical Education Pathway Completion (CTE) – As of Spring 2021 only PUC Triumph Charter High School offers a CTE pathway through Los Angeles Mission College’s Allied Health Sciences program.  Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting the 2021-2022 school year.|Depending on the unique needs of a student, the course offerings may be adjusted to ensure the student has access to a broad course study that align with the student’s high school and postsecondary career and education plans. Students who are English Language Learners (ELLs) are provided an English Language Development (ELD) course, and ELD teaching strategies are embedded within each subject matter class. In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered on their high school campus, via online learning or offered on the community college’s campus.  PUC School & College Counselors provide ongoing support to these students,  with their transition from high school student to college student.|2021-06-11||2021                
19647330133280|PUC Nueva Esperanza Charter Academy|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 NECA is a single school LEA.  At NEA there are no differences across student groups in access to, and enrollment in, a broad course of study.  All students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  Foreign or World Language will be offered beginning 2021-2022 SY.|For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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.||2021-06-11||2021                
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 or 504 Team decision (Certificate of Completion or California Minimum High School Diploma), may have a modified PUC Course pathway or an accommodated Course pathway that is designed to support their individual needs (course sequence that does not align with PUC’s “A-G” high school diploma requirements.)  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  PUC School & College Counselors support each individual student‘s course path sequences.|At PUC CALS Middle School all students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  World Language will be offered beginning 2021-2022 SY. All PUC Schools’ high schools offer a 4-year course sequence that aligns with PUC School’s high school diploma requirements and University of California (UC) and California State University (CSU) undergraduate admissions requirements. PUC School and College Counselors work with each student to select their 4-year course sequence that aligns with their high school graduation and post-high school career and education plans.  Students who have special needs, and require alternative graduation pathway are provided with the adjusted courses and an Individual Transition Plan (ITP).  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.  The difference in course offerings at our five PUC high schools are as follows:  1.  Advanced Placement Courses (AP): PUC Los Angeles high schools do not offer AP courses: PUC CALS ECHS & PUC eCALS, focus solely on providing college course opportunities through their dual enrollment offerings. 2. Dual Enrollment College Courses: All five PUC high schools offer dual enrollment college courses through their local Los Angeles Community College District institutions (LACCD).|For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process. High school students who have special needs, and require modified curriculum or an alternative graduation path (California Minimum High School Diploma or Certificate of Completion) are provided with a variety of courses that best support the goals of the student’s Individual Education Plan (IEP).|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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 packaging college courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes that fall under The Intersegmental General Education Transfer Curriculum (IGETC) course series that that California community college students can complete to satisfy freshmen/sophomore level general education requirements before transferring to most colleges and majors at UC campuses.  PUC high schools will also offer course sequences that align with Career Technical Education programs (CTE).    Career Technical Education Pathway Completion (CTE) – As of Spring 2021 only PUC Triumph Charter High School offers a CTE pathway through Los Angeles Mission College’s Allied Health Sciences program.  Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting the 2021-2022 school year.|In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered on their high school campus, via online learning or offered on the community college’s campus.  PUC School & College Counselors provide ongoing support to these students,  with their transition from high school student to college student. 3. Scholar Success Center Program (SSC): PUC School’s SSC programs are offered at PUC Community Charter Early College High School (PUC CCECHS), PUC Early College Academy for Leaders and Scholars (PUC eCALS).  It 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.   Depending on the unique needs of a student, the course offerings may be adjusted to ensure the student has access to a broad course study that align with the student’s high school and postsecondary career and education plans. Students who are English Language Learners (ELLs) are provided an English Language Development (ELD) course, and ELD teaching strategies are embedded within each subject matter class.|2021-06-11||2021                
19647330133694|Valor Academy Elementary|7|Valor Academy Elementary School uses Illuminate as the Student Information System to place all elementary students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences/Sciences (integrated with literacy at the elementary level), Visual and Performing Arts.|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/Sciences (integrated with literacy), 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 and access to outdoor space/facilities.|In order to address the barrier of small school size at Valor Academy Elementary School. The school offers a variety of exposure opportunities through field trips, robust after school programming, and student assemblies.||2021-06-21||2021                
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 223 students in grades TK- 5 with the following demographics: 74% Hispanic, 20% African American, 3% White, 15% Students with Disabilities (SWD), 35% English Learners (EL), 1% Homeless Youth (HY), and 86% Socioeconomically Disadvantaged (SED). 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. With small classes (25 to 1), a diverse student body, and attentive teachers, New LA Charter Elementary School is a nurturing standards-based school. New LA Charter Elementary School has a rigorous curriculum, fosters respect for human life, and provides relevant life experiences. The culture of the school creates a shared sense of mission, one that reinforces in our students a love of learning, a commitment to social action, and a deep respect for others. New Los Angeles Charter Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) base|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.||2021-06-14||2021                
19647330133868|Rise Kohyang High|7|Rise Kohyang High School uses Illuminate as the Student Information System to place all students, regardless of grade, unduplicated students groups of individuals with exceptional needs into a broad course of study, and measures success through grades, state tests and other assessments like iReady. Each student has access to core curriculum and electives that meet all A-G requirements. These consist of College Prep electives, Foreign Language, Physical Education, Visual and/or Performing Arts.|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/or 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 and access to outdoor areas.|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 and opportunities with the local Community College District.||2021-06-21||2021                
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 provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
19647330134148|The City|7|Master schedule and course enrollment data.|All students have equal access to all core courses, Physical Education, and at least one elective. Special Education pull-out schedules are carefully designed to ensure that students are able to fully engage in both core and non-core courses.|N/A|We would like to expand elective offerings to students, such that all students have two electives every semester. We are applying for grants to make up for funding gaps that prohibit us from offering additional electives.||2021-10-28||2021                
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 TK-4th grade students will participate are English, Math, Physical Education, Science, and Social Studies. Electives available to our lower school students are Fundamentals of Art and Spanish I. The core classes for 5th grade students are English, Math, Science, Ethnic Studies, and Physical Education. The core classes for 6th grade students are English, Math, Science, Social Studies, and Physical Education. The core classes for 7th grade students are English, Pre-Algebra, Science, World Civilizations, and Physical Education. Electives available to upper school students are Algebra (6th and 7th grades), Ethnic Studies, and Beginning Music.  As 8th grade is added in the 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.||2021-06-16||2021                
19647330135715|Ednovate - Esperanza College Prep|7|To graduate from Esperanza College Prep, students must meet requirements that are more rigorous than the A-G requirements. 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 PMC Journeys 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. 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.|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. 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.|Esperanza 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, have also been added to further expand the broad course of study.  Esperanza 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.|Esperanza 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.|2021-06-17||2021                
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. Students receive hands-on STEM curriculum through their core science curriculum.||2021-06-23||2021                
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 measures success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences/Sciences (integrated with literacy at the elementary level), Visual and Performing Arts.|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/Sciences (integrated with literacy), 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 and access to outdoor space/facilities.|In order to address the barrier of small school size at Rise Kohyang Elementary School. The school offers a variety of exposure opportunities through field trips, robust after school programming, and student assemblies.||2021-06-21||2021                
19647330137521|Vox Collegiate of Los Angeles|7|Vox Collegiate uses teacher credentials, classroom schedules, and master schedules in Aeries to ensure all students have access to and are enrolled in a broad course of study. All students receive full access to instruction in core subjects. Proper supports are provided in and out of class for students with exceptional needs.|All students are enrolled in ELA, Math, Social Science, and Science. Access and enrollment is equitable across grade levels and includes students of unduplicated groups and students with exceptional needs. Vox is a fully inclusive school. If barriers to participation exist, they are addressed within the IEP, 504, or SST process. As Vox grows, students will have additional access to visual and performing arts classes, music, and dance.|As Vox Collegiate is a small school in its early stages of development, staffing has not yet grown to provide for the broad course of student that will be offered at the school at full growth. Focus has been on core subjects in grades 6-8 to prepare for success upon matriculation to high school.|As the school grows and adds additional grade levels, additional courses will be added to the course catalog.||2021-06-22||2021                
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 measures success through state tests. Each student has access to core curriculum consisting of English, Mathematics, Social Sciences/Sciences (integrated with literacy at the elementary level), Visual and Performing Arts.|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/Sciences (integrated with literacy), 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 and access to outdoor space/facilities.|In order to address the barrier of small school size at Stella Elementary Charter Academy, the school offers a variety of exposure opportunities through field trips, robust after school programming, and student assemblies.||2021-06-21||2021                
19647330137612|Valley International Preparatory High|7|VIP leadership engages in a comprehensive review of our master schedule every spring to ensure that there are adequate classes and that all students have access to, and are enrolled in, a broad course of study.   The counseling department does regular credit pulls to monitor student progress towards graduation requirements as well as A-G satisfaction.|Using graduation data, A-G satisfaction, and AP participation data, VIP has found that all students have access to and are enrolled in a broad course of study.  Our A-G satisfaction rate exceeds most neighboring schools, with 77% of three graduation cohorts meeting the requirements.  100% of our students participate in AP classes in their junior year, where students take AP English Language in lieu of English 11 and AP United States History in lieu of US History.   Our master schedule is designed with seven academic periods so that any academic support classes do not interfere with a student's ability to participate in a broad course of study.|Right now, VIP has not identified any major barriers preventing the LEA from providing access to a broad course of study for all students.  With some learning loss with the COVID-19 pandemic, planning for additional academic support and intervention classes without interfering with a student's ability to have access to a broad course of study will be a challenge moving forward, but not one that we feel will pose as a barrier.|Administration is currently planning on implementing additional academic support classes, particularly in mathematics, for students who may have experienced learning loss during distance learning.||2021-06-09||2021                
19647330139071|KIPP Pueblo Unido|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 Pueblo Unido students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. TK and 1st grade core classes are English, Math, Science, Social Studies, and Physical Education. 6th grade core classes are English, Math, Science, Social Studies, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at Pueblo. Kinder and 1st grade students participate in Beginning Music. As 2nd and 7th grades are added in the 2021-22 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.||2021-06-16||2021                
19647330139832|Citizens of the World Charter School 5|7|CWC-West Valley serves approximately 135 students in grades TK-1 with the following student demographics: 43% White, 24% Hispanic, 9% African-American, 18% 2+ Races, 3% Asian, 3% Filipino, including 9% Students with Disabilities (SWD), 3% English Learners (EL), 0.7% Foster Youth (FY), and 21% Socioeconomically Disadvantaged (SED). Currently our school does not have any students identified as Homeless.  The mission of Citizens of the World - West Valley is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.  Citizens of the World – West Valley 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.   Citizens of the World – West Valley 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, 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 Citizens of the World – West Valley, 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: Music and Art courses.  There are no differences in accessibility to courses, across student groups at Citizens of the World – West Valley.|Currently, 100% of the students have access to a broad course of study, and Citizens of the World – West Valley will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of Citizens of the World – West Valley 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.||2021-06-21||2021                
19647330140004|El Rio Community|7|Our approach to academics is experiential and hands-on. Curiosity and imagination are fostered through an arts-integrated and developmentally appropriate curriculum that includes music, dance, art, outdoor education, Spanish and Mandarin instruction alongside rigorous academics.     El Rio Community School serves approximately 125 students in grades TK-3 with the following demographics: 40% White, 34% Hispanic, 12% Asian, 3% African America, 7% Students with Disabilities (SWD), 1% English Learners (EL), 2% Homeless Youth (HY), and 17% Socioeconomically Disadvantaged (SED).  El Rio 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 El Rio Community School’s educational program.   El Rio 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, 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 El Rio Community 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: Art (K-4), Music (K-4), Violin & Strings (Gr 4), Spanish (1-4), Mandarin (1-4), Handwork (1-4), Wood Work (Gr 4), and Gardening (K-4). There are no differences in accessibility to courses across student groups at El Rio Community School.|Currently, 100% of the students have access to a broad course of study and El Rio Community School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of El Rio 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.|El Rio Community School is a newly established tuition-free Waldorf-Inspired public charter school serving Northeast Los Angeles authorized by LAUSD. El Rio Community School is an inclusive, community-based school inspired by the principles of Waldorf education. We strive to educate students who will grow into free-thinking individuals with respect for themselves, their community, and the planet.|2021-06-28||2021                
19647330140129|Ednovate College Prep 7|7|To graduate from ECP7, students must meet requirements that are more rigorous than the A-G requirements. 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 PMC Journeys 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. 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.|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. 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.|Ednovate - College Prep  7 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.  Ednovate - College Prep 7 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.|Ednovate - College Prep 7 employs a caring and accountable culture framework  to ensure that the school is taking a whole-child approach to school climate and culture.|2021-06-17||2021                
19647331931047|Birmingham Community Charter High|7|The locally selected measures that we use to track the extent to which all students have access to and are enrolled in a broad course of student are the A-G completion rate, the graduation rate, the AP enrollment and passage rate, the College and Career Indicator, Dual Enrollment and 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 62% to 78% for the SY2020-21.  Our graduation rate has remained consistent (at or above 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 from 48% to 62% over the last two years. In addition, dual enrollment in community college courses has also increased in all subgroups.|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 instructional support to address the needs of all students including those facing significant challenges.  Our expansion of the special education inclusion program to integrate special day program students into core academic general education courses is our most impactful initiative. We expanded the program this year to include both 9th and 10th grades and will continue to expand the program until all diploma track students are fully integrated and have access to single subject credentialed teachers in every academic course. 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.  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 equity and excellence. We work hard to provide access to a comprehensive high school experience that creates numerous opportunities for the growth and development of our diverse 21st century learners.  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 support their success in the post-secondary college or career pathway of their choice.|2021-10-30||2021                
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. Active monitoring of graduation requirements, master scheduling, and placement for students with an IEP, English Learners, Foster Youth, Homeless students (eSchool/Cognos Report). Additional Learning Labs added to the master schedule for Students with Disabilities (eSchool/Cognos Report). Increased opportunities for all students to recover courses (eSchool/Cognos Report). Summer Transition Academy – Incoming new students participate in Summer Transition Academy for enrichment, intervention, assessment and identification of skill levels through Math and English diagnostics. Summer School Remedial or “Catch-Up” Courses – Students who earned a D or F in their a-g required coursework have access to recover their credits through a six-week summer session in order to successfully complete. EL Students - Grade 11 ELA offers a “sheltered” section in order to address the identified needs of our English Learners in addition to an Advanced ELD course.|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.  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. 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.  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.  Final Grade Distribution by Student Group - The six week and twelve week reporting periods are used to help students raise their grades before the end of the semester. English Learner Reclassification – Reviewed by ELAC and English Learner coordinator throughout the year; and is used to identify if students are on-track towards reclassifciation.|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 a need for improvement with the access to college courses within the instructional day. Our current barrier is identifying 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 are currently seeking additional partnerships with 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.||2021-10-25||2021                
19647336017016|Fenton Avenue Charter|7|The Charter School serves as its own LEA within the Charter Management Organization, Fenton Charter Public Schools. The Charter School 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.   The 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.   Each full-time employee participates as a member of a council. Other employees, parents, and community members are able to attend whenever they choose.   Advisory Councils at the Charter School include: Budget, Facilities and Safety Council; Curriculum and Assessment Council; Human Resource and Personnel Council; School-Community Relations Council; School Site Council.|The CCSS and Content Standards for California Public Schools define the skills, knowledge and abilities students are expected to master at the Charter School. 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 includes the following systematic teacher practices: 1) Use of Standards Based Curriculum; 2) Universal Screening; 3) Progress Monitoring; and 4) Tiered Interventions.|Not applicable. All students have access to all courses.|The Charter School will continue to monitor using its collaborative process and Curriculum and Assessment Council for decision making.||2021-06-17||2021                
19647336019079|Santa Monica Boulevard Community Charter|7|The Charter School serves as its own LEA within the Charter Management Organization, Fenton Charter Public Schools. The Charter School 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.   The 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.   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 Committees at the Charter School 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 at the Charter School. 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 includes the following systematic teacher practices: 1) Use of Standards Based Curriculum; 2) Universal Screening; 3) Progress Monitoring; and 4) Tiered Interventions.|Not applicable. All students have access to all courses.|The Charter School will continue to monitor using its collaborative process and Curriculum and Assessment Council for decision making.||2021-06-17||2021                
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, SEL). 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|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.||2021-09-29||2021                
19647336112536|Accelerated|7|The Accelerated School (TAS) was established in 1994, provides elementary and middle school students with a rigorous yet nurturing academic learning environment with high expectations and a strong belief that all children are gifted and can learn and achieve their full potential.      Currently, TAS serves approximately 753 students in grades TK-8 that include the following demographics: 99% Hispanic, 1% Filipino, 12.4% Students with Disabilities (SWD), 41% English Learners (EL), 0.2% Foster Youth (FY), and 91% Socioeconomically Disadvantaged. Currently, TAS does not have any students enrolled and identified as Homeless youth.    Our staff and teachers, together with our parents, work to help ensure our students are prepared to succeed and thrive in high school.   The Accelerated 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 The Accelerated School, all students in grades TK-8 have access to and are enrolled in ELA (social studies embedded), mathematics, science, and physical education. In addition, 100% of students in grades TK-8 have access to and are enrolled in  Art (K-5), Garden (K-5), Spanish (Gr 7-8), VAPA/Art (Gr 7-8), and 6th grade Elective Wheel (Art, Speech/Debate, Coding & Film Production) courses. There are no differences in accessibility to courses, across student groups at The Accelerated School.|Currently, 100% of the students have access to a broad course of study and The Accelerated School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of The Accelerated 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.||2021-06-17||2021                
19647336114912|Watts Learning Center|7|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 Charter Elementary School (WLCCES) serves approximately 385 students in grades TK-5 with the following demographics: 53% Hispanic, 45% African American, 1% White, 9% Students with Disabilities (SWD), 28% English Learners (EL), 1.3% Foster Youth (FY), 1.3% Homeless Youth (HY), and 99% Socioeconomically Disadvantaged (SED). WLCCES provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of WLCCES’s educational program. WLCCES uses various 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.|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 3-5); Engineering, Robotics, Coding, Music, and Dance. 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.|The tools that WLCCES 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: master schedule, report cards, student presentations, and parent/conference reports. In addition, this will be verified by the director during classroom observations. and ensure classroom schedules are being followed.|2021-06-29||2021                
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 or 504 Team decision (Certificate of Completion or California Minimum High School Diploma), may have a modified PUC Course pathway or an accommodated Course pathway that is designed to support their individual needs (course sequence that does not align with PUC’s “A-G” high school diploma requirements.)  PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans.  PUC School & College Counselors support each individual student‘s course path sequences.|At PUC CCMS-CCECHS all students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts.  World Language will be offered beginning 2021-2022 SY. All PUC Schools’ high schools offer a 4-year course sequence that aligns with PUC School’s high school diploma requirements and University of California (UC) and California State University (CSU) undergraduate admissions requirements. PUC School and College Counselors work with each student to select their 4-year course sequence that aligns with their high school graduation and post-high school career and education plans.  Students who have special needs, and require alternative graduation pathway are provided with the adjusted courses and an Individual Transition Plan (ITP).  PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school.  The difference in course offerings at our five PUC high schools are as follows:  1.  Advanced Placement Courses (AP): PUC Los Angeles high schools do not offer AP courses: PUC CALS ECHS & PUC eCALS, focus solely on providing college course opportunities through their dual enrollment offerings. 2. Dual Enrollment College Courses: All five PUC high schools offer dual enrollment college courses through their local Los Angeles Community College District institutions (LACCD).|For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement.  All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP).  Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process.   High school students who have special needs, and require modified curriculum or an alternative graduation path (California Minimum High School Diploma or Certificate of Completion) are provided with a variety of courses that best support the goals of the student’s Individual Education Plan (IEP).|To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders 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 packaging college courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes that fall under The Intersegmental General Education Transfer Curriculum (IGETC) course series that that California community college students can complete to satisfy freshmen/sophomore level general education requirements before transferring to most colleges and majors at UC campuses.  PUC high schools will also offer course sequences that align with Career Technical Education programs (CTE).      Career Technical Education Pathway Completion (CTE) – As of Spring 2021 only PUC Triumph Charter High School offers a CTE pathway through Los Angeles Mission College’s Allied Health Sciences program.  Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting the 2021-2022 school year.|Depending on the unique needs of a student, the course offerings may be adjusted to ensure the student has access to a broad course study that align with the student’s high school and postsecondary career and education plans. Students who are English Language Learners (ELLs) are provided an English Language Development (ELD) course, and ELD teaching strategies are embedded within each subject matter class.  In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered on their high school campus, via online learning or offered on the community college’s campus.  PUC School & College Counselors provide ongoing support to these students,  with their transition from high school student to college student.|2021-06-11||2021                
19647336117048|ICEF View Park Preparatory Elementary|7|ICEF View Park Preparatory Elementary School is a tuition-free public charter school that serves approximately 455 students in grades TK-5 with the following demographics: 88% African American, 9% Hispanic, 6% Students with Disabilities (SWD), 3% English Learners (EL), 1% Foster Youth (FY), 3% Homeless Youth (HY), and 90% Socioeconomically Disadvantaged (SED).  Our school’s vision is to provide a positive learning environment where students 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.    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, 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 and Dance 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.|The mission of ICEF Public Schools is to prepare all students to attend and compete at the top 100 colleges and universities in the nation. Our goal is that each scholar is fit not only to attend, compete, and graduate from a top college or university, but also to effect change as leaders within the communities they will live and serve.|2021-06-17||2021                
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, and electives.|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.  English Learners are never separated or pulled out for instruction and all students learn in both English and Spanish as part of our dual immersion program. English learners develop early literacy by learning to read and write in their first language (Spanish). EL achievement and ELD program implementation is monitored in a number of ways including, progress of focus students, teacher observation, and periodic review of student assessment data. Subject area content is delivered and learned in both English and Spanish throughout the K-8 program at MLC. Classroom environments are adaptive and flexible allowing for access for all student needs whether they be physical or social-emotional needs. Teachers 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.|We have been transitioning to a new math program – CGI Math, which addresses a barrier we have had in finding a math curriculum or instructional program that aligns with our constructivist philosophy and can be delivered and supported in two languages. We also identified a more accurate reading assessment/instruction program from American Reading Company that more effectively assesses student reading levels in two languages and provides feedback on reading gaps. We have also identified resources (Esperanza, Wilson, Institute for Multi-Sensory Education) to develop a multi-tiered reading intervention program in two languages that allows all students to engage in support to provide great access to reading for all subject areas. In addition, we recently adopted STEMSCOPES for our TK-8 science program and are investing in professional learning and materials to increase access to science.||2021-06-24||2021                
19647336119903|Downtown Value|7|Per California Education Code (EC) 51210- Requires access to a broad course of study for grades TK - 8 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. The locally selected tools used by Downtown Value 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 (IEPs). California EC 51220(a)-(i) – Requires access to a broad course of study for grades 7 and 8 in English, Social Sciences, Physical Education, Science, and Mathematics. Downtown Value is a TK-8 school, so EC 51220 (a)-(i) applies to course access at grades 7 and 8. The locally selected tools used by Downtown Value 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 (IEPs).|The locally selected measures demonstrate Downtown Value TK-8 students have access to a broad course of study. In addition, our school site has extra curricular focus areas which ensure additional opportunities for students in the school. These include visual and performing arts, folklorico, sports, and student council. These programs provide additional enrichment opportunities for all students engaged. Students who are struggling academically have the support of their general education teachers who provide intervention before and after school as well as summer school, 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 Downtown Value 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 2020 - 2021 the LEA will provide Literacy 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, our curriculum is aligned and designed to bridge the gap between striving readers and grade-level text. Adopted curriculum and supplemental curriculum is provided on campus and online, and all staff members have received extensive training. Instructional coaching will be available on campus.||2021-06-04||2021                
19647336121081|ICEF View Park Preparatory Middle|7|ICEF View Park Preparatory Middle School is a tuition-free public charter school that serves approximately 297 students in grades 6-8 with the following demographics: 93% African-American, 5% Hispanic, 2% Filipino, 9% Students with Disabilities (SWD), 2% English Learners (EL), 1% Foster Youth (FY), 3% Homeless Youth (HY), and 91% Socioeconomically Disadvantaged (SED). Our school’s vision is to provide a positive learning environment where students 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.    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 fol|An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF View Park Preparatory Charter Middle School, all students in grades 6-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades 6-8 have access to and are enrolled in 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.|The mission of ICEF Public Schools is to prepare all students to attend and compete at the top 100 colleges and universities in the nation. Our goal is that each scholar is fit not only to attend, compete, and graduate from a top college or university, but also to effect change as leaders within the communities they will live and serve.|2021-06-17||2021                
19647580000000|Los Nietos|7|The locally selected measures or tools used to track the extent to which all students have access to and, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  Our Los Nietos Local Control and Accountability Plan (Plan) Goal 2 focuses on Access to a Broad Course of Study. LCAP Goal 2 metrics include: Electives offered by elementary schools and the middle school, Student led conferences, Visual and Performing Arts courses, and Career Technical Education (CTE) field trips.|A summary of the difference 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.|Identification of any barriers preventing access to a broad course study for all students.  Barriers continue to be related to identifying the best use and implementation of limited resources (staff, support staff, time, funding, etc.).|Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study for all students. Actions and services in our current LCAP plan to support access to a broad course of study include: development and implementation of an effective Multi-Tiered System of Supports (MTSS) prevention/intervention program, incorporating support for struggling readers grades with the Read by 3d grade initiative, Renaissance Reading and Math assessment; expansion of social emotional learning curriculum and training for teachers; expansion of behavioral training for teachers, instructional assistants, and administrators; and expansion of student learning opportunities via alternative and specialized programs (Independent Study).||2021-10-20||2021                
19647900000000|Monrovia Unified|7|The LEA uses the Student Information System, AERIES, to track enrollment. We also use the CCI measures in the Dashboard which we track all year long in AERIES.|All students have access to AP courses and CTE courses. Enrollment in these courses continues to rise. Passing rates in AP courses and completion rates for CTE pathways continue to rise. These data continue to rise for all students and for all significant subgroups.|CTE Pathways are new and we are continuing to understand what we need for students to participate in and what classes they need to complete. AP courses continue to be rigorous and many students are not successful in the classes.|We are continuing to develop the CTE pathways so that students can have certifications and qualifications at the end of the pathways. We are continuing to develop curriculum for the different CTE pathway courses so that students cover the material necessary for the pathway certification.||2021-06-10||2021                
19648080000000|Montebello Unified|7|Montebello Unified School District tracks student access and enrollment in a broad course of study as reflective of CCSS. In Grades K-5, all students are programmed into self-contained classrooms where all subjects are taught. Class rosters are utilized to ensure enrollment and access, quarterly report cards are sent home to parents, and teachers meet with parents to clearly identify areas of need. There is articulation between elementary and intermediate schools when placing students in the appropriate course of study. In grades 6-8, all students are programmed into self-contained classrooms, block periods, or departmentalized subject periods. Counselors program students and use the Student Information System (PowerSchool) to track academic progress. Teachers report student progress through an online grading system with email and individual student academic progress accessibility. Quarterly report cards are monitored. High School Counselors and administrators visit the intermediate sites 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. During the students’ years in high school, PowerSchool is used to track academic progress. PowerSchool and Blackboard allow 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. In grades K-5 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 in grades 6-8 receive instruction in either the block scheduling model and/or the subject/instructional period with single-subject credentialed teachers. Special education students receive instruction as described in their Individualized Education Program. English learners receive designated and integrated English Language Development as part of their instructional program. 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 allow students to make-up coursework/credits. Career Technical Education and Pathways are provided. A goal of the district is to increase the number of students receiving passing grades and increase the number of high school students meeting A-G Requirements. Student groups at each of the District schools compare relatively evenly in terms of demographics. Some school sites, 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 CAASPP.|English Learners receive a period of designated ELD 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 of the 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 and intervention classes for students.   After school opportunities are provided 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 students at the intermediate and secondary levels.||2021-06-16||2021                
19648160000000|Mountain View Elementary|7|We have selected master schedules at the secondary level and elementary instructional schedules in order to annually analyze and evaluate the extent to which students have access to, and are enrolled in, a broad course of study.|Students in grades K-6 have more access to a broad course of study due to the nature of the multiple-subject class structure at this level. In 7th and 8th grade, access is more of a challenge with a six period schedule (barrier to broader access) that allows for the choice of only one elective per year.  However, the options are varied and broad, including AVID, Art, Music, Foreign Language, and STEM-related courses.|Some of the barriers that prevent us from providing access to a broad course of study is that very few staff possess the credentials required for offering additional CTE/STEM-related courses.|All Elementary schools currently have the Artist in Residency programs that support VAPA standards. We have also increased the number of STEM and media electives in all K-8 schools and are seeking to maximize opportunities for our students with the currently employed staff until we are in a position to hire new personnel that have the appropriate authorizations.  This year, we are implementing a Media Arts program at one of our K-8 schools.  Additionally, Project Lead the Way is a way that our math and science teachers can provide integrated STEM projects in their classes and Sea Perch is offered as an after school program.||2021-06-24||2021                
19648320000000|Newhall|7|The measure 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 opportunities as measured by the School Accountability Report Cards ( SARC), Students 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 grade 3-6 includes 1-1 deployment of devices and in TK-2 the ratio is 1-2. Technology standards are identified and monitored.|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.||2021-06-22||2021                
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 as outlined in BP/RR 61432.|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 all students. These tools include: Powerschool, Panorama Student Success/SEL Dashboard, CCGI, National Student Clearinghouse.   In addition to Education Code course requirements, our district provides access to a variety of courses that guarantee a broad, rich set of choices designed to meet the needs of our unduplicated students across all grade spans.   Specifically in Elementary we offer Project Lead the Way, AVID, and Dual-Immersion Spanish.  In Middle School, in addition to the choices listed for Elementary, we broaden the course of study even further to offer 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. High School students are provided 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 students have access to 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 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.||2021-10-25||2021                
19648570000000|Palmdale Elementary|7|Palmdale School District (PSD) uses the CDE’s dataquest 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.|Although in Distance Learning during the 2020-21 school year, all PSD students had access to a broad course of study as defined by the California Education Code in the content areas of Language Arts, Mathematics, Social Sciences, Science, Physical Education and Visual and Performing Arts. Students in grades 6 – 8 had the option of choosing a variety of electives which follow their pathways. Sites may differ in these offerings based on their pathway focus. Pathways include: Law & Government, Space & Aeronautics, Fine Arts, Science & Technology, Engineering & Design and Medical, Health & Technology.  Students may enter a lottery to receive the opportunity to attend the middle school with their chosen pathway of study. At one of our K-8 schools, students participate in the International Baccalaureate Program. PSD has 6 Dual Immersion sites where students are learning content in English and Spanish.|Some of the barriers that could prevent all students this access are:  at- risk ethnic student groups students from low –income families foster youth  the requirement for English Language  Development for English Learners special education pull-out programs  	(Resource, Special Day Class, speech) lack of time during the regular school day during Distance Learning, other factors such as access to technologies and the internet were also possible barriers|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 are also implemented to address the needs of the unduplicated pupil population. During Distance Learning, many opportunities for teacher professional development were offered. Some focus areas 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 Social Emotional Liaisons PE teachers at all sites to improve access to PE and Health programs.  The Assessment Coordinator continuously monitors state and local assessments and provides data for teacher collaboration to improve instruction for targeted students. Tech Talks – new in 20-21 – to support Distance Teaching & Learning|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, and 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.|2021-06-15||2021                
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 and students by grade level for 2020-2021 for the first semester.  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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|Upon enrollment, each student’s transcript is analyzed to determine their personalized academic plan.  In addition, anecdotal data is collective to determine additional wrap-around services that may be needed. At the same time, we determine the most efficient and effective way for our students to engage in their learning: independent learning, small group instruction, with tutorials, or online learning.  In addition, both hotspots and computer devices are provided to students to further eliminate barriers to access curriculum and support.  While all students have access to the full course catalogue, the lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish, German and French.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-01||2021                
19648650000000|Palos Verdes Peninsula Unified|7|PVPUSD uses Aeries Analytics to track course enrollment and student demographic data.|100% of students have access to over 30 AP courses and a wide range of electives at the secondary level.|All students have access to a broad course of study, including AP courses and corresponding exams. Fee waivers are applied for qualified students.|PVPUSD uses a waiver process to allow open access to accelerated courses.||2021-06-23||2021                
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. Data showing student group enrollment in specific courses in grades 6-12, including Accelerated Math, Advanced Placement, CTE and AVID is used to track the extent to which students access a broad course of study. 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.|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.|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.||2021-10-11||2021                
19648810000000|Pasadena Unified|7|Annually, all sites work with their students, administration, and counseling team to identify and correct all courses students need in order to graduate. Then they masterfully coordinate the course requests to create a Master schedule that accommodates these requirements and needs. Further, PUSD has a Course Code committee that reviews courses monthly to ensure all courses are captured and correlated to all expected areas for graduation and requirements. All students have access to these courses.|The same as above with the exception of a couple of PUSD sites. John Muir HS is a concurrent early college magnet high school where students participate in local as well college levels courses throughout the year. We have CIS which is built for independent learners and primarily run in a remote style environment. Rose City High School is a model continuation school which builds course and restorative practice within the course of the year to strengthen and broaden the students’ experience and get them on track for college or career.|Currently, we have been broadening access to courses primarily in the area of credit redemption. We want every student to have access to get back on track for college or career, and meet the requirements to do so. The barrier is that we have more students who need this option than we have time. However, we continue to find ways to provide access within the school day and beyond.|We have redesigned our credit recovery program to ensure the success of every student who participates. We will also continue to offer online credit recovery for a different style of learner. We want to ensure all students have access. We recently approved our Ethnic Student course which will launch in 2021-22. Some of our high schools have redesigned courses that allow students to earn credit and participate in student interest level courses.||2021-06-30||2021                
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 focused on regaining enough traction in their education to graduate from high school.|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.   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. 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 Explora|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.||2021-06-14||2021                
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 our 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.||2021-06-15||2021                
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 -Use of our data systems to help disaggregate course access by ethnicity, Language Proficiency, Family Dynamic (Homeless, Foster) and Students with Disabilities|For the 2020-21 school year, 100% of Pomona 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 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 -Secondary students have access to a broad course of studies within their school offerings -Secondary students are free to attend schools within the district that offer courses within their area of interest -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).|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 -PUSD has offered several other courses to students before and after school using a Zero Period or through clubs -A 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 includes support for additional STEM coursework and materials for the Academy Programs (Engineering and Design, Medical Professions and Multimedia) -PUSD is seeking to increase the CTE offerings and AP/ Dual Enrollment offerings at the comprehensive high schools.||2021-06-23||2021                
19649070115170|School of Extended Educational Options|7|SEEO 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 -Use of our data systems to help disaggregate course access by ethnicity, Language Proficiency, Family Dynamic (Homeless, Foster) and Students with Disabilities|For the 2020-21 school year, 100% of SEEO students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i): -All elementary students are  offered 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 -Secondary students have access to a broad course of studies within their school offerings -Secondary students are free to attend schools within the district that offer courses within their area of interest -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).|As to what are some of the barriers preventing SEEO from maximizing broad course of study: -Offerings to all students include a lack of time during the regular school day -SEEO has offered several other courses to students before and after school using a Zero Period or through clubs -A 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 SEEO as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7|SEEO has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters: -This includes support for additional STEM coursework and materials for the Academy Programs (Engineering and Design, Medical Professions and Multimedia) -SEEO is seeking to increase the CTE offerings and AP/ Dual Enrollment offerings at the comprehensive high schools.||2021-06-23||2021                
19649076021984|La Verne Science and Technology Charter|7|-La Verne 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 -Use of our data systems to help disaggregate course access by ethnicity, Language Proficiency, Family Dynamic (Homeless, Foster) and Students with Disabilities|For the 2020-21 school year, 100% of La Verne's students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i): -All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6 -Students can access some courses, such as visual and performing arts, both within and outside of the regular school day -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|As to what are some of the barriers preventing La Verne from maximizing broad course of study: -Offerings to all students include a lack of time during the regular school day -La Verne has offered several other courses to students before and after school or through clubs -Regular analysis of enrollment in broad course of study courses helps to inform La Verne as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7|La Verne has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters: -This includes support for additional STEM, STEAM, and Robotics||2021-06-23||2021                
19649310000000|Rosemead Elementary|7|Rosemead School District uses a process of analyzing the Student Information System and Principal Surveys to track Priority 7, the extent to which our students have access to and are enrolled in a broad course of study.|During the 2020-21 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 K-6 classroom to build the capacity of our teachers with their students in formal arts integration and instruction.  The district also offered 7-8 middle school students arts enrichment through the resident artists during summer school. The goal for arts integration is to build 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 2020-21 school year was the Rosemead School District started a Dual Language Immersion (DLI) Mandarin Kindergarten program at one of the elementary schools, Encinita, with two DLI Mandarin Kindergarten classrooms to develop world language skills.  Each year, the district will add one grade level as the cohort progresses to a full K-6 program.  For 2021-22, we have two kindergarten and two first grade classes.|The District has also written grants to increase funding for the visual and performing arts and was recently awarded $42,800 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.|2021-06-17||2021                
19649640000000|San Marino Unified|7|For the 2020-21 school year, all SMUSD students in grades TK-12, had equal access to a broad course of study helping prepare them, upon graduation from high school, to meet the requirements and prerequisites for admission to California public colleges and universities and or attain entry-level employment skills in business or industry. All students in grades 1-6 were offered access to a broad course of study in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education as defined by California Education Code 51210 and 51220 (a)-(i). All students in grades 7-12 were offered access to a broad course of study in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education as defined by California EC 51220(a)-(i). The locally selected tools used by SMUSD indicate all students, including unduplicated students and students with exceptional needs were enrolled in a broad course of study are elementary class schedules, secondary master schedules, English learner identification, Individualized Education Plans, student report cards, and the district’s Student Information System, PowerSchool.|For the 2020-2021 year, all SMUSD students had equitable access to a broad course of study as defined by California Education Code 51210 and 51220 (a)-(i). Students with exceptional needs continue to be provided access to broad courses of study based on least restrictive environment determination per their Individualized Educational Plan. Enrichment programs are offered within and outside the regular school day for students TK-12. All student groups including English learners, socioeconomically disadvantaged students, foster and homeless youth and students with exceptional needs have access to a broad course of study in all subject areas including AP, Honors, dual enrollment and articulated courses and CTE pathways for 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 during the 2020-21 school year, SMUSD provided a broad course of study to all students at all levels. Potential barriers preventing students from accessing a broad course of study can be language needs, individual needs identified in students’ IEP, prerequisites for honors, and time and scheduling constraints. SMUSD consistently evaluates the effectiveness of course scheduling and planning in efforts to ensure equitable access to a broad course of study for all students.|SMUSD continues to review, evaluate and expand equitable course access for all students including AP, Honors, dual enrollment and articulated courses and CTE pathways. Throughout the 2020-21 school year, SMUSD continued to support staff and students in teaching and accessing the curriculum by providing professional development opportunities for classroom teachers and support staff. Additionally, for 2021-22, SMUSD is committed to implementing professional development opportunities focused on Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS), Positive Behavior Intervention and Supports (PBIS), Restorative Practices (RJ) and Integrated and Designated English Language Development to best equip teachers and staff with the tools needed to address the unique needs of all students including students with disabilities and unduplicated student groups, English learners, socioeconomically disadvantaged students, and foster youth. As such, the status of this indicator is marked as being “Met”.||2021-06-22||2021                
19649800000000|Santa Monica-Malibu Unified|7|SMMUSD analyzes and tracks students' access to a broad course of study via 10-year course plans in Naviance and through A-G completion rates.|The following are our key findings: English Learners, Low-Income/Foster Youth students need to receive additional support from their counselor to develop, review and revise their 10-year plan, and ensure that English Learners are receiving the necessary language support to access a broad course of student and that Low-Income/Foster Youth receive the academic and emotional supports needed to persevere in their course work.|English learners have difficulty accessing and completing a broad course of study that supports their short and long-term goals. The counselors will reach out and meet with them to develop, review and revise their 10-year educational plan and ensure they are receiving the necessary language supports to succeed in their courses. There will be an increase in the number of students completing a broad course of study and reclassifying. This action is being continued from the 19-20 based on the consistent progress we are seeing for EL students  Because Low-Income/Foster Youth continue to face challenges in completing a rigorous course of study due to external circumstances outside of the school day, they will also meet regularly with their counselors to develop, review, and revise their educational plans. As part of these conversations, counselors will identify available academic and emotional supports needed to assist LowIncome/Foster Youth students' ability to persevere in their course work. This action is being continued from the 19-20 based on the consistent progress Low Income/Foster Youth have made toward completing and meeting graduation and a-g requirements as demonstrated in their yearly plans.|a. Counselors and advisors will refine their support for students in Grades 6-12 with a specific focus on implementing strategies that support ELs, Low Income, and Foster Youth. All counselors/advisors will continue implementing practices that align with the American School Counseling Association (ASCA) Frameworks. They will continue developing and implementing a comprehensive, data-driven process at each of their schools with a focus on the following: monitoring students A-G progress; develop a process by which to develop and monitor a 10-year plan and ensure progress monitoring continues through high school; adjust the learning plan to meet the changing needs of students with the goal of preparing them for college and/or career. Counselors and advisors will continue to provide information nights and connect with families regarding related topics.  b. The district will continue implementing Naviance at the secondary level (6-12) to support the development of the 10-year plan. To deepen this work, the counselors will use the Naviance College and Career Readiness Curriculum to address key areas that research shows are critical for students to achieve their long-term college and career readiness goals.||2021-11-04||2021                
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, including targets for student learning and criteria for 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 English language learners are provided with additional language support in all academic areas and specifically provided with language instruction for a minimum of 30 minutes each school day. All of our K-2 students are administered the Basic Phonics Skills Assessment (BPST) to determine the most appropriate supports in the area of reading foundational skills. 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 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 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 student groups are enrolled in a broad course of study throughout our schools.|For the 2020-2021 school year, all students had access to a broad course of study as defined by the 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 data 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) that focus on providing continuous instructional support and professional learning for all staff in the following areas: Technology, Physical Education, English Language Arts, Math, and Next Generation Science Standards. 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 provides 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 student groups.||2021-10-12||2021                
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.|South Pasadena Unified School District’s students have full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). 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, World Languages, 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 aware of the full advantage of pathway courses and completing pathways. Therefore, pathway communication documents are being built to articulate to students and parents the value of completing a pathway. Counselors are also being trained regarding the value of pathway completion for students. Once the documents are completed they will be made available through the SPUSD website.||2021-06-22||2021                
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 assess 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 2020-21 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 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. SWSD added a Writing with Code class to the master schedule in 2021-22. SWSD offers Spanish Dual-Language at two elementary schools. The AVID courses at the middle school support a college and career path for our students. The ELD Advanced class encompasses the ELD standards and the use of AVID Excel.|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 are two teachers at the middle school level who hold a BCLAD authorization and at the elementary level there are 21 teachers that hold the BCLAD authorization.  SWSD will continue to grow the Dual Immersion classes 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, K, and 1st grade at two schools.|Regular analysis of enrollment in a broad course of study helps inform the district as it makes decisions on the offerings and uses 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.    In the 2021-22 school year, GMS plans to offer an intervention and enrichment period within the school day to help accelerate the learning that may have been lost during the pandemic.||2021-09-14||2021                
19650520000000|Temple City Unified|7|Temple City Unified School District utilizes graduation and A-G completion rates as tools to track access and enrollment in a a broad course of study at TCHS.  College and Career Readiness Indicators track student trends, pathway completion rates, and transcript evaluations are disaggregated for EL, foster youth, SPED students, and those experiencing homelessness.   iReady data reports are used robustly at both site and district levels to identify gaps in learning for reading and math k-8.|All students enrolled in the TCUSD are enrolled in Canvas LMS to access their Board of Education reviewed and approved courses of study.  1st through 6th students are enrolled in 200 minutes of Physical Education every 10 days in addition to the core English, Math, Science, and Social Science. 100% of students in grades 3-12 have access to Performing Arts lessons through band, orchestra, and chorus.  100% of all students tk-12 have access to VAPA lessons through integrated lessons or electives at the secondary level.  All middle school students, including underrepresented populations and those with disabilities, are enrolled in English, Math, PE as well as elective courses such as VAPA,  STEAM, and Chinese. Temple City High School offers a broad course of study, including honors and advanced courses.  All students, including SPED and unduplicated students, are offered classes in person and through the Temple City Virtual Academy, for the approved curriculum.  A discrepancy in access between student groups (Hispanic, Black, White, and Asian)  has been noted for access to and completion of honors and AP coursework.  Also noted in TCUSD's LCAP, considerations for more STEAM courses for grades 4-12 are a desired outcome for 2023-2024.|The barriers identified in LCAP for providing a broad course of study include curriculum that does not support the framework and CA State Approved standards in Math and Science.  Additionally our full-inclusion model is limiting for EL and SPED students in as much as secondary students are not able to fully attend to elective coursework as they are also enrolled in support classes for their core curriculum.  Common assessments used to guide student pathways are not used consistently to clear prerequisites for broad access to advanced courses.|Actions include: * Create an updated curriculum adoption calendar * Pilot and adopt new secondary math curriculum(6th grade-Algebra II) and NGSS science materials (1-12) * Continue to monitor progress and support EL and SPED students  * Assess and refine our inclusion model to allow EL and SPED students more access to electives * Curriculum coordinator guided PLCs and training to build and implement common assessments  * Continue to communicate with parents and other stakeholders about the actions in TCUSD||2021-06-23||2021                
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 and Career Indicator (CCI) data, UC A-G Completion Rates, 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.|CCI - 60.5%, -.7.  Though we experienced a slight drop in CCI in 2020, we have identified the growth or decline from 2019 to 2020 for the following subgroups: African American (41.2 % prepared, an increase of nearly 10% over 2019), Hispanic (43% prepared, an increase of nearly 3% over 2019), English Learners (28% prepared, an increase of 9% over 2019), and Students with Disabilities (14% prepared, a slight decline of .6% over 2019) subgroups in our overall ‘Prepared’ CCI measures.  UC A-G - 60.9%.  First time ever over 60%.    Advanced Placement Participation once again showed significant growth 1984 Students Tested (+5.1%) 3137 Exams Passed (+16.5%) 4315 Exams Given (+14%)  To Summarize, we achieved a near-high in CCI, an all time high in A-G Completion, and an all time high in Advanced Placement enrollment and testing.  Enrollment in honors coursework continues to grow, and counselors are meeting with every student individually to develop and monitor each student's 4-year graduation plan and post-graduation plans.  We are confident that ALL students have access to the broadest course of study possible, and we annually improve the % of students successfully completing their pathways of choice.|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 anticipate being able to add both more honors and AP courses after this past pandemic years.  Finally, although students may be enrolled in A-G coursework, they may not be earning a grade of C or better, so we have expanded our credit recovery and grade improvement opportunities for the 21-22 school year.|Resources are focused on our subgroups not meeting CCI and A-G, and enrollment in a broad access to coursework.  In addition the following steps are occurring: Tutorial periods and extended school day supports at all sites implemented to focus on at-risk students and subgroups 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 of College & Career Readiness news and offerings. Expanding CTE pathways to both provide a broader range of course options for students and to further increase CCI completion among targeted students. Identifying students with grades below C in A-G coursework and offer a process for credit recovery/grade improvement. Early identification and enrollment in entry level Honors courses, including providing acceleration opportunities in 5th, 6th, 7th, 8th and 9th grade mathematics.  Providing summer Bridge to Honors English coursework to targeted 8th and 9th graders to increase the representation of targeted students in Honors coursework||2021-06-21||2021                
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 2020-2021 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. We are proud of the variety of offerings we were able to provide to all students despite the challenges of being in distance learning for the entire 2020-2021 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, fine/applied arts, foreign language, and career technical education. WCUSD provides a dual language immersion program in Spanish-English and Mandarin-English at Monte Vista Elementary and Spanish-English at Orangewood Elementary which affords students foreign language study. Orangewood Elementary providsd the International Baccalaureate (IB) Primary Years Programme which fosters globally-minded, inquiry-based learning across the integrated curriculum. The IB Diploma Programme at Edgewood High and the IB Middle Years Programme at Edgewood Middle also afford a broad course of internationally-minded, inquiry-based study to a wide range of students. The Advanced Placement Capstone program at West Covina High provides a broad course of college preparatory coursework to students. The district offers a robust range of Career Technical Education 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 offers students high school and college classes concurrently during the school day. Students may earn an AA degree upon high graduation.|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. EL Coordinators meet with students and parents regularly to ensure students have access to the broadest course of study while receiving the necessary language support in all their courses. 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 at least two meetings with each junior and senior student to ensure a broad course of study for increased college and career preparation.||2021-06-22||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-11||2021                
19651020000000|Westside Union Elementary|7|Tools used include: PowerSchool Student Information System, Illuminate Student Information System (soon to be replaced by Performance Matters), 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, and local assessment data through NWEA MAP Growth and NWEA Reading Fluency.|All K-8 students receive standards-based instruction in ELA/math/science/social studies/PE.11 of 12 WUSD schools are AVID certified. About 70 teachers participate in AVID training on college and career strategies annually. Several sites use Project Lead the Way. Lead teachers give training and support to improve STE(A)M education. STE(A)M experiences provide students with hands-on, problem-based learning so students can collaborate, apply knowledge, and find solutions to real-world problems. There are maker space labs at Cottonwood and Joe Walker Schools. 5th-6th grade elementary band is offered, as well as beginning/cadet/concert bands at middle schools. Along with core instruction, the District has a social emotional learning curriculum. Sites use the Boys Town program to provide students with strategies to create a productive and cooperative learning community. Leadership Development through PE has been adopted at all elementary sites where PE teachers use experiential learning, team building, and communication strategies to improve leadership, and social responsibility in 4th-6th grade students. All middle schools offer advanced coursework in Language Arts and Math. Students can self-select to participate and/or site administration uses state/district assessments to identify students for these courses. There are elective pathways in the arts/engineering/robotics/woodshop in middle schools. All WUSD schools participate in the WASC Accreditation cycle.|From 2015-2020, WUSD adopted new state approved curricula in all content areas  to meet the demands of new, robust standards. A challenge has been for teachers to learn and deliver instruction with new materials each year. A lack of qualified subs for release time impacts training opportunities. In 2020-21, 17% of teachers held pre-intern or intern credentials. About a 1/3 of our teachers have less than 3 years of experience. Limited professional experience for a large part of our teaching staff can impede access to a broad course of study. Professional development in standards aligned instruction/language acquisition/assessment/differentiation is needed for new teachers. Two schools, Anaverde Hills and Del Sur, have K-8th grades. Due to the small size of their middle school groups, access to advanced coursework or robust elective programs is often reduced. Approximately 6% of the District’s students are English learners (ELs). ELs are spread across the District with larger groups at some schools and smaller groups at other sites. The District continues to plan and provide meaningful professional development to address diverse student needs/supplemental supports/intentional strategies for ELs. As stated, time and a lack of substitutes impacts training offered. Social emotional learning curricula are used district-wide. As the District moves into the 4th year of implementation, more training will be in place to ensure building of sustainable systems.|WUSD is building capacity of teacher leaders to provide instructional support during the school day, with less need for substitutes. Many trainings have been shifted to school breaks. WUSD has a robust system for new teacher support including PLCs, 1:1 and direct classroom support. There is full-time release support for general education/special education interns and for the Induction Program. New teachers have a mentor, focus aligned goals and a support plan. Districtwide, AVID has been effective in helping staff and students address instructional needs. AVID supports students to develop critical thinking across all content areas. AVID training is ongoing. Teachers/administrators participate regularly in professional development provided by the District/LACOE,/AVID. Site training is supported by the AVID school team. Each AVID site team engages in implementation walks, site goals and data analysis. Site counseling support  includes groups for students impacted by grief, trauma, organization skills; as well as kindness clubs. School counselors are assisted by Campus Climate Assistants (trained paras who provide SEL support during recess/lunch). The District’s counselors are working with Hatching Results to build an ASCA model program. They frequently review data to improve access/programs. To address the needs of EL students, professional development is in place for the bilingual assistants who support students daily.||2021-06-29||2021                
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 Aeries 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). Over time, 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. Furthermore, our District offers an AVID elementary school that has been recognized for its strong AVID implementation that offers college preparatory skills using various AVID strategies. Other schools may offer similar courses outside of the regular school day. In addition,|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 from 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.||2021-06-15||2021                
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 to graduation rate. Accompanying these summary and disaggregated reports are pivot tables that drill down to the program, grade level, subgroup, and actual student so that intervention and support can be provided to the student before semester grades are posted on the transcript and the student finds themselves behind.  All of the pivot tables have slicers for grade level, gender, ethnicity, special education, language proficiency, foster or homeless status, socioeconomic disadvantaged; along with all of the course characteristics, including department, A-G course, etc.  The slicers assist in digging deeper into the data to uncover situations before they become issues, ensuring that no student falls through the cracks.  Finally, a teacher at each school serves in the extra duty role of Data Lead to assist others with data.|The longer that WUHSD reviews its sites’ data and achievement, which is based on the district’s Annual Reports, there is a closing of the achievement gap between our schools.  One factor that impacts student achievement when it comes to A-G completion rates is that ninth and tenth graders always have a lower percentage of A-G courses in the schedule; however, this is when students are enrolled in Physical Education courses.  P.E. courses 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 courses throughout the day, which often means it takes longer than four years for them to complete their high school education.  This may be seen 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, which is then followed by coherent action from WUHSD staff members throughout the year at all of our sites, the Board revised the Measurable Targets for which all principals are held accountable.  Two of the new targets include the percentage of unique students enrolled in Advanced Placement (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 on the Annual Report.  Longitudinal data on the Measurable Targets are listed on principals’ evaluations and are a driving force within the district because they guide many decisions and ensure access for all students.  Due to declining enrollment, some AP courses need to be offered every other year at some sites, or students need to take the course at another high school; however, creative solutions are always explored under circumstances such as these.|N/A|2021-06-22||2021                
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, and identified access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2019-20 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 continued to increase from the 2018-19 school year.  School Counselors, ELD Coordinators, and EL Administrators continued to work together to ensure ELs were placed in the same courses as their English-Only peers and were provided access to a full rigorous course of study.|The only barrier to English Learner access to all courses is for those students enrolling from out of the country who need a Newcomer program.  In these cases, staff must make a decision regarding placement in courses that best suit the needs of the student at the time of enrollment.  In all cases, the student is ensured the opportunity to take all courses necessary to graduate, but it may be with a different grade level of peers. (Example; an 11th grade student enrolls and needs to take both the 11th grade U.S. History course and also the 10th grade World History course in order to graduate.)  At times, in cases where the student's schedule is full and cannot accommodate additional classes, course work may be delayed until summer school.|New actions that will be implemented in the upcoming year will include the development of a Newcomer program that welcomes new immigrant students to the district and supports their various skill levels.  This program will be developed over the course of this school year for implementation in the 2022-23 school year.||2021-06-09||2021                
19651360114439|Mission View Public|7|Using our school’s Student Information System (SIS), we are able to examine the course participation level of students from different demographics and student subgroups. These student groups include English Learners, students who are socioeconomically disadvantaged, homeless youth, foster youth, students with exceptional needs and students by grade level. We looked at the first semester of the 2020-2021 school year and the enrollment of these student groups in courses outlined in Education Code 51220 such as English Language Arts, 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.|Data from School Information System (SIS) showed that students had access to and were enrolled in the following courses. For ELA, tier I and tier II of English Language arts were available. For math, Algebra, Geometry and other math intervention courses were available. For, social science, we have World History, Economics, US History, Civics, Psychology and other electives were available. For, career technical education, AP Computer Science, AP Computer Science principles and Web design were offered. Additionally, we had offerings for world language, physical education, science, visual and performing arts, applied arts, and driver education. We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. CDE Reflection Tool: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in required and intervention courses.|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 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 was in the driver’s education and foreign language courses for our foster youth students. Our exceptional needs students were also low in CTE enrollment. This is likely based on their individualized academic plans. Furthermore, most of our CTE courses, such as AP Computer Science and AP Computer Science Principles require a rigorous amount of academic skills. Most of our students enroll with us with learning gaps that need intervention and addressing before a student is able to become successful in advanced placement courses. There are systems and processes in place to ensure that 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 students should participate in coursework that ensures their graduation and enhances their career-readiness. We made participation in career technical education (CTE) one of our LCAP goals. Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders. We will continue to promote and support student interests in CTE through their individualized plans and advanced placement courses, and we have seen participation in CTE courses steadily increase.||2021-06-02||2021                
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, and an MTSS. -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 and English Learners receive additional ELD services to what is delivered in the classroom setting. 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, an MTSS is being developed and there will be continued support to ensure all learners complete courses successfully.||2021-06-16||2021                
19651361996263|Opportunities for Learning - Santa Clarita|7|As outlined in LCAP Goal 2, Actions 1 & 4, 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 at Skyrocket, Inc, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2020-2021 school year all high school English, Math, and Science courses have been aligned to the CCSS and NGSS. The Facilities Department, Lupine ensures that our science classrooms are compliant with the wet lab requirements. OFL - Santa Clarita also has online courses, which are facilitated by teachers through our newly adopted Edmentum LMS platform. Through this digital platform, students have access to over 200 core and elective semester courses. 92% of the offered high school core courses are UC A-G approved and 94% of all courses contain SDAIE inclusive practices or strategies.|All OFL - Santa Clarita 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 Edmentum LMS platform. 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 Exact Path, Achieve 3000 courses, and our newly implemented iLit ELD Curriculum which is addressed in our LCAP Goal 1, Actions 1, 2, & 3. 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. As indicated in LCAP Goal 3, Metric 4, Action 3, students will receive support and instruction focused on social-emotional development.|Barriers preventing access to a broad course of study vary from school site, and are largely dependent on student demographics. For example, technology needed to access 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, Career Technical Education (CTE) course, or experiential learning opportunity not being offered at their learning center. 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 - Santa Clarita 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 2020-2021 school year we were able to expand on some existing programs and implement some new interventions and resources.  OFL - Santa Clarita was able to expand its use of CTE pathways and include a higher percentage of the interested student population.  We will continue to expand into other pathways as we determine student interest or need.  Also we determined that the APEX platform was no longer a good fit for our student population, so we made the full transition to the Edmentum LMS.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements.  Also, Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses.  The Skyrocket Curriculum Department released some new courses in the past two years, many of which resulted in further alignment to the CCSS and NGSS.  And finally we were able to fully implement the ELD intervention program, iLit.||2021-06-16||2021                
19651510000000|Wilsona Elementary|7|The Wilsona School District will use the California Dashboard and i-Ready Diagnostics to track the extent to which students have access to a broad course of study.  Students in grades 1-8 broad course of study is accessed through the core curriculum.  Each school's master schedule will demonstrate students' access to all core instruction.|All students have access to a broad course of study at both school's in the district.|NA|NA||2020-09-17||2021                
19734370000000|Compton Unified|7|All elementary school students in CUSD have access to a broad course of study. Core subject areas (ELA, Math, Science, Social Studies, ELD, P.E. and VAPA) are part of the school master schedules, report cards, and they are reflected on the weekly lesson plans. At the middle school level, our master schedules help us track student access to core courses, and electives such as World Language, AVID, Project Lead the Way, or VAPA. Our student information system (Aries) allows us to collect data on the amount of sections and students enrolled in.   At the high school level, a 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. 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. 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.|While challenged by the barriers posed by the COVID-19 pandemic, all students in CUSD have access to a broad course of study. At the elementary level, students have access to the core subject areas (ELA, Math, Science, Social Studies, ELD, P.E. and VAPA) and a variety of enrichment opportunities. At the middle school level, students have access to core courses and electives such as World Language, AVID, Project Lead the Way, or VAPA. Enrichment opportunities and electives vary by school site, grade level, and school focus.   At the high school level, access to a broad course of study has improved over time. For instance, in 2020 CUSD reached 35% participation in AP courses, which is a 15% increase since 2016. AP pass rates also reached 29% in 2020, an 11% increase since 2016. This year students took 1,015 college courses, which represents an increase of 750 courses over the past four years. CUSD has also seen a steady increase in the number of students completing the A-G requirements, growing from 26% in 2016 to 50% in 2020. In addition, considerable efforts have been made to strengthen our CTE programs and ensure that students enroll in a sequenced CTE pathway. As a result of all these efforts, CUSD has seen growth in the high school graduation rate from 79% in 2017 to 88% in 2020 district wide. While Cesar Chavez Continuation HS has seen an increase of 26% in their graduation rate within the past several years, they still lag behind the comprehensive sites at only 76%.|The COVID-19 pandemic certainly  limited opportunities for all students, narrowing and slowing down the curriculum in our schools. At the elementary level in particular, many teachers found themselves shifting time and resources towards SEL, math and literacy and away from other subject areas. Another identified barrier  includes the lack of engagement and relevance of the science and social studies curricula, which need to be revamped. The level of comfort that teachers have with the Next Generation Science Standards (NGSS) and the History and Social Science (HSS) Framework is also a barrier to consider. Finally, student chronic absenteeism is also an important barrier that impacts student access and learning.   A main barrier at the middle school level is the limited articulation between our middle and high schools as it relates to college expectations and Career Technical Education (CTE). At the high school level, lack of rigor and relevance is the main barrier for students to access and successfully complete the college prep courses offered. High D & F rates also result in students enrolling at Chavez Alternative School , which in turn impacts A-G completion, graduation requirements, and enrollment in AP and AB288 courses. Traditional bell schedules with six 55-minute periods also limit student access to the growing academic requirements. Other barriers include limited parent engagement, insufficient academic and social emotional interventions, and chronic absenteeism.|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.  Middle and High School articulation will be strengthened, aligning middle and high school graduation requirements as well as college and career pathways. Our College & Career Specialist will monitor and track middle school transcripts and credit accumulation, and schools will continue to promote the idea that college is an attainable goal, both financially and academically.   At high school level, we will increase PD opportunities for teachers to enhance rigor and relevance in the classroom. We will build a more systematic MTSS, in particular for at-risk students, to identify and address academic gaps early on and decrease D/F rates. 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 CTE pathways, advanced courses and access the college courses offered through AB288.  Finally, a block schedule and adding a 7th period to all middle and high schools will also open more opportunities for students.||2021-06-22||2021                
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 English, Math, Science, Social Studies, and Physical Education. Electives in which all KIPP Compton students are able to participate are Beginning Music and Dance. As 3rd grade is added in the 2021-22 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.||2021-06-16||2021                
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 have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.|The school provides a broad course of study to all students.|The school works to meet the needs of all student groups including English Learners (ELs), students with disabilities, and students that are homeless or foster youth. The school implements an EL Master Plan which includes a five step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored on an annual basis, including a review of the standardized testing data. Students with disabilities are supported in accordance with their IEPs and our mental health services team. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to either interal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, sets of school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support both students and their families with referrals to local organizations which support housing stability and provide 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 address food insecurity, housing issues, and other challenges.||2021-06-25||2021                
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, and 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 classes/pathways at HS and MS, access to CTE courses at HLP Adult Ed. for HS students, expansion of UC Davis C-STEM Program (Math and Coding), and expansion of New Pedagogies for Deep Learning to all schools, 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 HS 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, expanding UC Davis C-STEM curriculum districtwide, and increase number of Articulation Agreements with local community colleges.||2021-06-24||2021                
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 2020-2021 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 addition 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 2021-2022 school year. Funding for these offerings comes from the LCAP and the Extended Learning Opportunities Grant.||2021-06-10||2021                
19734520120600|iQ Academy California-Los Angeles|7|IQ academy utilizes its HS Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation.  Grad Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.|IQ academy utilizes its HS Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation.  Grad Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.  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.|IQ Academy administrative staff monitors course offerings to be sure courses are correctly labeled that qualify for A-G. IQ academy utilizes its HS Guidance Counseling staff to ensure that all students are enrolled in needed courses for graduation.  Grad Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.  There are no current barriers preventing IQ Academy students from accessing a broad course of study.|IQ academy currently has all its graduation plans reviewed each semester by guidance staff. Students and parents are called by the guidance counselor and a meeting held to discuss student interests and goals as part of the development of this plan. The area of improvement here is to better communicate when these plan reviews are offered outside of the 1:1 phone call. The school will be utilizing parent square to solicit involvement here.   The school is currently developing CTE pathways to ensure that students have specific applicable courses of study related to their interest and employment goals that satisfy A-G and graduation requirements.||2021-06-08||2021                
19734600000000|Walnut Valley Unified|7|The Walnut Valley Unified School District tracks data identified under the umbrella of "Broad Course of Study"  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.  The locally selected tool that WVUSD uses to track students' access and enrollment is the Student Information System, AERIES.|For the 2020/2021 school year, 100% of Walnut Valley Unified School District students had full access to a broad course of study as defined by California Education Code 5121 and 51220(a)-(1).  Through the use of instructional deans and guidance counselors at both comprehensive high schools, data from AERIES is collected and analyzed to ensure balanced enrollment in courses based on grade span, underserved student groups, and individuals with exceptional needs. All students in grades TK-5 are enrolled in a broad course of studies.  Elementary schools offer access and enrollment in the seven areas identified as broad courses of study. Additionally, WVUSD provides elementary students courses in the area of visual and performing arts (K-5), language classes, and physical education.   In response to analyzing data, a low level in enrollment created a trend in both high schools in the area of higher-level mathematics for historically underrepresented student groups.|Since all students in WVUSD have access to a broad course of study, there were no barriers identified preventing WVUSD from providing access to a broad course of study for all students.|In response to the trend of underrepresented student groups in higher-level math courses, WVUSD formed a math task force to identify protentional systemic barriers in order to increase access for these student groups.  As a result, the Math Placement Board Policy (BP 6152) was revised to reflect the local changes and incorporate CSBA recommendations and was approved by the WVUSD Board of Trustees in late winter of 2021, parent information nights were held at school sites, and both high schools began active recruitment to personally invite students who qualified for higher-level math courses.||2021-06-16||2021                
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 2020-2021 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, STEAM, 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.|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 credit recovery classes. SGUSD’s collaboration with the San Gabriel Valley Regional Occupational Center (SGVROP) has created additional CTE pathways. 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  meet with students to develop course schedules to make sure that  all 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 District provides Chromebooks and internet hotspots to ensure access for all students in the home.|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 Parent and Family Engagement.|2021-10-12||2021                
19752911996016|Options for Youth San Gabriel|7|All students have equal access to a broad course of study and are provided assistance with a personal learning plan suited to meet the requirements of graduation and prepare them for the pursuit of their academic, personal, and career goals. Our rigorous curriculum supports the achievement of the academic standards, the college-and-career-readiness standards, and the schoolwide learner outcomes. All high school English, Math, and Science courses have been aligned to the CCSS and NGSS.  Additionally, our science classrooms are compliant with the wet lab requirements. OFY- San Gabriel also has online courses, which are facilitated by teachers through our newly adopted Edmentum LMS platform. Through this digital platform, students have access to over 200 core and elective semester courses. 92% of the offered high school core courses are UC A-G approved and 94% of all courses contain SDAIE inclusive practices or strategies. LCAP Goals: Goal 2, Action 3: The charter will provide students with access to teachers, instructional materials, and well maintained learning facilities to support their progression in core courses with an emphasis on Math and English support in order to maintain or improve our core course credit attainment.  Goal 2, Action 4: All students will have access to a broad course of study that is CCSS, NGSS, and CCR aligned in the following subjects: English, Science, Mathematics, Social Sciences, and Career Technical Education.|All OFY-SG students have access to a broad course of study through our blended learning modalities; Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through the Edmentum LMS platform. Core subjects are A-G approved curricula. Teachers and leadership analyze student data to determine what Direct Instruction courses need to be offered. Additionally, EL and Special Education students requiring differentiated instruction to support their learning needs have access to Interventions through Accelerated Math, Achieve 3000 courses, and our iLit ELD Curriculum.  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. The need to support college bound students has increased as more students participate in the A-G pathways. To address these particular needs dual enrollment has been an effective tool for students.  LCAP Goals: Goal 2, Action 2: The charter aims to increase overall grade level equivalency, through specialized interventions and instruction.   Goal 2, Action 4: All students will have access to a broad course of study that is CCSS, NGSS, and CCR aligned.|Barriers preventing access to a broad course of study vary  and are largely dependent on student demographics. Technology access 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. 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 school resources.  LCAP Goals: Goal 2, Action 2: The charter aims to increase overall grade level equivalency, through specialized interventions and instruction which includes but not limited to RenStar, Achieve 3000, Freckle, Intervention Specialists, and Tutoring.  Goal 2, Action 3: The charter will provide students with access to teachers, instructional materials, and well maintained learning facilities to support their progression in core courses with an emphasis on Math and English support in order to maintain or improve our core course credit attainment.  Goal 2, Action 4: All students will have access to a broad course of study that is CCSS, NGSS, and CCR aligned in the following subjects: English, Science, Mathematics, Social Sciences, and Career Technical Education.|In the 2020-2021 school year we were able to expand on some existing programs and implement some new interventions and resources.   We determined that the APEX platform was no longer a good fit for our student population, so we made the full transition to the Edmentum LMS.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements.  Also, Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses.  The Skyrocket Curriculum Department released some new courses in the past two years, many of which resulted in further alignment to the CCSS and NGSS.  And finally we were able to fully implement the ELD intervention program, iLit.   LCAP Goals: Goal 2, Action 2: The charter aims to increase overall grade level equivalency, through specialized interventions and instruction.  Goal 2, Action 3: The charter will provide students with access to teachers, instructional materials, and well maintained learning facilities to support their progression in core courses.  Goal 2, Action 4: All students will have access to a broad course of study that is CCSS, NGSS, and CCR aligned.  Goal 3, Action 3: Charter will increase access to course pathways and enrollment opportunities in Career and Technical Education (CTE) courses while developing and exploring CTE partnerships. Dual Enrollment options for students will also be provided to positively impact graduation rates.||2021-06-25||2021                
19753090000000|Acton-Agua Dulce Unified|7|Based on Local Surveys that were sent out to staff, families, community members, teachers, students the feedback indicated the need for additional electives and hands-on career technical programs. Currently, we offer Culinary Arts and Robotics. To expand on this we are purchasing Paxton Patterson at the middle school which will allow for broad access to educational career exploration in 16 different modules. We are proceeding with expanding science to provide Forensics and Engineering Pathways at the High School to provide additional hands-on learning opportunities.|Based on Local Surveys that were sent out to staff, families, community members, teachers, students the feedback indicated the need for additional electives and hands-on career technical programs. Currently, we offer Culinary Arts and Robotics. To expand on this we are purchasing Paxton Patterson at the middle school which will allow for broad access to educational career exploration in 16 different modules. We are proceeding with expanding science to provide Forensics and Engineering Pathways at the High School to provide additional hands-on learning opportunities.|Based on Local Surveys that were sent out to staff, families, community members, teachers, students the feedback indicated the need for additional electives and hands-on career technical programs. Currently, we offer Culinary Arts and Robotics. To expand on this we are purchasing Paxton Patterson at the middle school which will allow for broad access to educational career exploration in 16 different modules. We are proceeding with expanding science to provide Forensics and Engineering Pathways at the High School to provide additional hands-on learning opportunities.|Based on Local Surveys that were sent out to staff, families, community members, teachers, students the feedback indicated the need for additional electives and hands-on career technical programs. Currently, we offer Culinary Arts and Robotics. To expand on this we are purchasing Paxton Patterson at the middle school which will allow for broad access to educational career exploration in 16 different modules. We are proceeding with expanding science to provide Forensics and Engineering Pathways at the High School to provide additional hands-on learning opportunities.||2021-06-10||2021                
19753090127100|Assurance Learning Academy|7|The school utilizes Student Information System (SIS) to collect course completion data.  We tracked the participation levels of the following student subgroups: English Learners, students who are socioeconomically at a disadvantaged, homeless, foster youth, students with exceptional needs and students by grade level for the first semester of school year 2020-202.  We examined the participation rates of these student subgroups in the following courses: English language arts, 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|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 was in the driver education and foreign language courses.  The group with the lowest participation in foreign language was our English learners.  Currently, most of our students take Spanish as foreign language and most of our English learners are already proficient in Spanish. We are utilizing our online platform to build access to more foreign language course offerings.  English learners are receiving ELD courses.  Students with exceptional needs had a high level of participation in small group instruction for English Language Arts.|We believe that students should participate in coursework that ensures their graduation and enhances their college and career-readiness.  Consequently, we made participation in career technical education (CTE) one of our LCAP goals.  Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their individualized plans and partnership with our community partners.  We have seen our participation in CTE courses steadily increase.||2021-06-01||2021                
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, and an MTSS. -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 and English Learners receive additional ELD services to what is delivered in the classroom setting. 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, an MTSS is being developed and there will be continued support to ensure all learners complete courses successfully.||2021-06-01||2021                
19753090132654|California Pacific Charter- Los Angeles|7|LCAP Goal 4 encapsulates LCFF Priority 7: Access to a Broad Course of Study. Action Items 4.1, 4.3, 4.4, 4.6, and 4.7 have been developed to specifically support LCFF priority 7.   1. Briefly identify 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.  Local metrics used to measure success in this area are graduation rates and percent of student college and career prepared.|2.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, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study.  CPCS identifies that there are no barriers for students, including unduplicated student groups, from accessing and participating in a broad course of study, including at the secondary grade levels, access to A-G coursework, Advanced Placement courses and exams, and Career Technical Education.|3. 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.  Barriers to high graduation rates have historically been attributed to the number of high school students that CPCS has served that enrolled as credit deficient. Although, through the comprehensive support and improvement initiatives, CPCS has significantly increased graduation rates. Barriers to high percentages of students college and career prepared historically was due to CPCS being in the initial implementation phase of the CTE Pathways.|4. 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?   CPCS has focus it's efforts on supporting credit deficient high school students through the CSI initiatives and has seen tremendous success. Those efforts will be continued. CPCS has added CTE Academies and expanded the number of Pathways and electives offered in an effort to increase access and enrollment in Career Technical Education and increase the percentage of students that are college and career prepared.||2021-08-10||2021                
19753090134619|Empower Generations|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, and an MTSS. -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 and English Learners receive additional ELD services to what is delivered in the classroom setting. 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, an MTSS is being developed and there will be continued support to ensure all learners complete courses successfully.||2021-06-10||2021                
19753090135145|Compass Charter Schools of Los Angeles|7|Compass Charter Schools utilizes School Pathways Student Information System (SPSIS) to track 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. School leaders have access to Scholar Summary and School Summary reports within the SPSIS that provide real-time data on total enrollment within their scope as well as specific enrollment data on grade span, unduplicated pupils, individuals with special needs, race, gender, age, language, and residential category.  The Leadership team works collaboratively to draft a master calendar and works directly with both the Counseling Services and Special Education departments to ensure the 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 with grade level and academic capabilities.|Although Compass Charter Schools provides loaner laptops and hotspots to our scholars upon request (the Loaner Laptop Form can be accessed on our website) one identified barrier as preventing Compass from providing access to a broad course of study for all students was having equitable access to high-speed internet service and desktops/laptops. In order to address this barrier, Compass will be providing laptops and hotspots for scholars in elementary and middle schools. All high school scholars will be provided with iPads and hotspots.|Compass will continue to observe the use of SPSIS to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.||2021-06-27||2021                
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: -Individualized Learning plans (ILPs), revised at least once per semester, and an MTSS. -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 and English Learners receive additional ELD services to what is delivered in the classroom setting. 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, an MTSS is being developed and there will be continued support to ensure all learners complete courses successfully.||2021-06-15||2021                
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 team at Skyrocket, Inc, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2020-2021 school year all high school English, Math, and Science courses have been aligned to the CCSS and NGSS. This includes a new Biology course that is aligned to NGSS as well as new Algebra 1, Integrated Math 1 and English 9 courses that are newly developed and aligned to the CCSS.  In addition there are new Economics, Government, and World Geography courses that have been integrated with the History/Social Science literacy standards. The school’s Facilities vendor ensures that our science classrooms are compliant with the wet lab requirements. Options For Youth - Acton also has online courses, which are facilitated by teachers through our newly adopted Edmentum LMS platform.|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 Edmentum LMS platform. 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, Achieve 3000 courses, and our newly implemented iLit ELD Curriculum. 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.|Barriers preventing access to a broad course of study vary from school site, and are largely dependent on student demographics. For example, technology needed to access 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, Career Technical Education (CTE) course, or experiential learning opportunity not being offered at their learning center. 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 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 2020-2021 school year we were able to expand on some existing programs and implement some new interventions and resources.  OFY Acton was able to expand its use of CTE pathways and include a higher percentage of the interested student population.  We will continue to expand into other pathways as we determine student interest or need.  Also we determined that the APEX platform was no longer a good fit for our student population, so we made the full transition to the Edmentum LMS.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements.  Also, Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses.  The Skyrocket Curriculum Department released some new courses in the past two years, many of which resulted in further alignment to the CCSS and NGSS.  And finally we were able to fully implement the ELD intervention program, iLit.||2021-06-17||2021                
19753090137703|Method Schools, LA|7|Method measures the extent to which all students have access to, and are enrolled in, a broad course of study through the Method Schools course catalog, the nature of our data-driven and personalized school model, and parent survey results.  Method strives to ensure universal access through its Multi-Tiered System of Supports model.|All students learning is personalized and driven by data that informs course placement and instructional support received. In the end of year parent survey, 92% of parents and 97% of students feel the instructional support and guidance receives meets, exceeds, or far exceeds their expectations.|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.  Method finds that the participation in and completion of Career Technical Education Pathways and advanced courses is low.|Method has expanded its course availability for all students.  At high school, Career/Technical Education pathways, art courses, world language courses including American Sign Language.  Further, all high school students use SCOIR, a career and college resource, to guide them in their career and college exploration.  At middle school, Spanish classes and an accelerated math pathway has been added.  At all grades, Method provides instructional support virtually and in-person, a rotating selection of exploratory classes, as well as clubs and events.||2021-06-08||2021                
19753090137786|Mission 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 and students by grade level for 2020-2021 for the first semester.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing , Career Technical 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|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 Automobile Driver Education, reading intervention, ELD and World Languages courses.  The group with the lowest participation in World Languages and Math was our foster youth.  This is likely based on their personalized academic plans. However, there is access to World Language courses such as Spanish.  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 students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made preparation for college and/or career readiness an LCAP goal.  Enrollment in work readiness courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their personalized plans, and we have seen participation in dual enrollment at the college level steadily increase, as we encourage students to participate in coursework there to gain college readiness and rigor.||2021-06-14||2021                
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, and an MTSS. -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 and English Learners receive additional ELD services to what is delivered in the classroom setting. 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, an MTSS is being developed and there will be continued support to ensure all learners complete courses successfully.||2021-06-08||2021                
19756636120158|New West Charter (SBE)|7|New West Charter School uses teacher credentials, classroom schedules, and master schedules in Infinite Campus to ensure all students have access to and are enrolled in a broad course of study.  All high school students receive access to A-G courses and middle school students receive access to the core subjects (Math, ELA, Science, and Social Studies), as well as Visual and Performing Arts, Foreign Language, Health, and Physical Education. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.|All high school students receive access to A-G courses and middle school students receive access to the core subjects (Math, ELA, Science, and Social Studies), as well as Visual and Performing Arts, Foreign Language (Latin or Spanish), Health, and Physical Education. 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, or SST process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they can participate in a broad course of study.|No barriers to a broad course of study exist.|We are adding additional science classes at the high school level and new Visual and Digital Arts classes at the middle school level to ensure all students have access to a broad course of study.||2021-06-15||2021                
19757130000000|Alhambra Unified|7|The district uses various tools to ensure students are enrolled in a board course of study. Data is collected and monitored through CALPADS (California Longitudinal Pupil Achievement Data System), California Department of Education DataQuest, 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. DataQuest provides metrics on the number of classes, A-G courses, average class size, and total course enrollment. 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.|During the 2019-2020 school year, the Alhambra Unified School District provided all students with access to a broad course of study. All students in K-8 grade were enrolled in and accessed classes including English language arts, mathematics, social sciences, science, visual and performing arts, and physical education. Dual language immersion programs are offered at two elementary sites within the district.   At the secondary level, students accessed courses in English, Social Sciences, World Language, Physical Education, Science, Mathematics, Visual and Performing Arts, and Career Technical Education. While our secondary sites offer different career pathways, all secondary students have access to a-g courses, honors and advanced placement classes and other programs that align with their interest.|Analysis of qualitative and quantitative data has informed barriers that limit students’ access to a broad course of study. Scheduling students into courses of their choice can be limited due to scheduling conflicts and fiscal restraints.  Learning gaps are evident within various subgroups including: Hispanic / Latino students, socio-economically disadvantaged students, students with disabilities, and English learners. The District has been identified as disproportionate in the number of Hispanics/Latino students who are identified as SPED. Students with disabilities in elementary are either placed in the Learning Center general education setting which is co-taught by the general education teacher and special education teacher/paraeducator or in a special day class (SDC). At the secondary level, students with disabilities can be placed in a program that is a combination of A-G general education co-taught classes and SDC. 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 SDC. 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. For Newcomers, time is a barrier in high school as it takes 5 to 7 years for English Learners to achieve English language fluency.|Master Schedule: Teachers, site and district administration are consulted prior to finalizing the master schedule. Students are encouraged to participate in credit recovery courses, dual enrollment, and summer school. Learning Gaps: Each school’s leadership team has been trained in a systematic process for looking at data. The process looks at closing the gaps within our various subgroups in order to provide access to a broad course of study for all. The district has also reevaluated and redesigned the Student Success Team process to ensure that appropriate interventions are provided and progress is monitored prior to identifying all students for special education services. SPED: The 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 least restrictive environment. K-8 students with mild to moderate disabilities receive the majority of their instruction in the general education classroom. For the 2020-21 school year the K-8 sites moved towards the Learning Center Model. To prepare for this change, there was training for special and general education staff. IEP meetings informed parents of upcoming changes. English Language Learners: All ELs receive designated and integrated ELD during the instructional day. English learners who are not making sufficient progress toward English language acquisition also participate in ELD intervention after school.||2021-06-29||2021                
19768690000000|Wiseburn Unified|7|For the 2020-21 academic year, 100% of Wiseburn Unified School District students had full access to a broad course of studies All students, regardless of grade level or subgroup status have equal access to the complete curriculum as measured by individual course enrollments. The WUSD utilizes its local student information system (PowerSchool) to review course enrollment data to determine equity in course access for gender, ethnicity, socioeconomic status, and for students with exceptional needs.|To address student needs during school closure and hybrid learning during the 2020-2021 school year, 100% of WUSD students were enrolled in a comprehensive academic curriculum platform (grades TK-5 - Schools PLP; grades 6-8 - Arizona State University) for core subjects (ELA, Math, Social Studies, Science) and additional courses online developed for physical education and electives. All TK-5 students and their families were provided with materials and online video courses to support hands-on art. All students in WUSD received instruction with an academic curriculum fully aligned with California State adopted standards. All students were also provided with regular lessons to support socio-emotional learning.|100% Wiseburn Unified School District students are enrolled in a broad course of studies. 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, adding options for all students. No barriers currently exist to providing access to a broad course of study for all WUSD students.|WUSD will continue to offer universal curriculum resources to all students, dependent on grade level, enrolled including STMath, IXL Math, CPM Math, Keyboarding Without Tears, Wonders ELA workbooks, MyMath workbooks, Accelerated Reader (AR), CANVAS learning management system, Google Classroom, SeeSaw, and BrainPOP. In addition, supplemental materials are made available to families as needed and upon request.||2021-09-22||2021                
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.||2021-06-23||2021                
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 meet 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.||2021-06-23||2021                
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).||2021-06-23||2021                
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.||2021-06-23||2021                
20102070000000|Madera County Superintendent of Schools|7|The locally selected measures and tools that MCSOS used to track the extent that all students have access to, and are in enrolled in a broad course of study by grade spans, particularly for unduplicated student groups, and individuals with exceptional needs, were the parent, student and staff surveys sent out in the Spring of 2021. As indicated in the results of the survey, there is an adequate CCSS-aligned curriculum provided for all students, along with online, i-Ready and LAS Links diagnostics and intervention resources, made available to all students.  i-Ready assessments for ELA and math assign individualized lessons to support subskill weaknesses identified in the diagnostic assessments.|As indicated in the Spring of 2021 survey results from parents, students and teachers, all students at MCSOS have access to CCSS aligned curriculum. There are no differences across school sites in the CAES division to access to materials and online courses, i-Ready and LAS Links diagnostic tools and intervention resources.|There are no barriers preventing the LEA from providing access to a broad course of study for all students. Based on survey results from the Spring of 2021, all students have equal access to a broad course of study and on-site technology to access all online resources.|Based on data collected from the LEA’s local survey to parents, students and teachers, the LEA has maintained a broad course of study for all students and is exploring greater career exploration options for all students, including introduction to welding courses and other CTE pathways.||2021-06-08||2021                
20102070117184|Madera County Independent Academy|7|The locally selected measures and tools that MCIA used to track the extent that all students have access to, and are in enrolled in a broad course of study by grade spans, particularly for unduplicated student groups, and individuals with exceptional needs, were the parent, student and staff surveys sent out in the Spring of 2021. As indicated in the results of the survey, there is an adequate CCSS-aligned curriculum provided for all students, along with online science courses, i-Ready and LAS Links diagnostics and intervention resources, along with Accelerated Reader program, made available to all students.|As indicated in the Spring of 2021 survey results from parents, students and teachers, all students at MCIA have access to CCSS aligned curriculum. There are no differences across school sites in the CAES division to access to materials and online courses, i-Ready and LAS Links diagnostic tools and intervention resources. A progress indicator from the 2019-20 survey results, resulted in 1:1chromebook devices and WIFI connectivity across the CAES division for 2020-21.|There are no barriers preventing the LEA from providing access to a broad course of study for all students. Based on survey results from the Spring of 2021, all students have equal access to a broad course of study, on-site technology to access all online resources and 1:1 Chromebook devices and WIFI connectivity provided by the LEA.|Based on data collected from the LEA’s local survey to parents, students and teachers, the LEA has maintained a broad course of study for all students and is exploring greater career exploration options for all students in grades K-8.|MCIA has a school 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 i-Ready diagnostic assessments 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.  All students are assigned courses aligned to California Common Core State Standards and relevant to  each grade level. MCIA offers seat-time classes for K – 3, 4 – 6, and 7-8 cohorts to provide  students support for their academic and social needs, in addition to weekly independent study  appointments for each student.  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.  Almost all academic work is completed at home, requiring MCIA to support  families and build capacity to ensure students are able to achieve at grade-level.|2021-06-08||2021                
20102072030229|Pioneer Technical Center|7|Briefly identify 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.  The locally selected measures and tools that PTC used to track the extent that all students have access to, and and are in enrolled in a broad course of study by grade spans, particularly for unduplicated student groups, and individuals with exceptional needs, was the parent, student and staff surveys sent out in the Spring of 2021. As indicated in the results of the survey, there is an adequate CCSS-aligned curriculum provided for all students, along with online Odysseyware courses, i-REady and LAS Links diagnostic and intervention resources,  made available to all students.|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, and may describe progress over time in the extent to which all students have access to and are enrolled in a broad course of study. As indicated in the Spring of 2021 survey results from parents, students and teachers, all students at PTC have access to CCSS aligned curriculum. There are no differences across school sites in the CAES division to access to materials and online courses through Odysseyware, i-Ready and LAS Links diagnostic tools and intervention resources. A progress indicator from the 2019-20 survey results, was making available, 1:1 chromebook devices and WiFi connectivity across the CAES division for 2020-21.|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. There are no barriers preventing the LEA from providing access to a broad course of study for all students. Based on survey results from the Spring of 2021, all students have equal access to a broad course of study, on-site technology to access all online resources and chromebook devices and Wifi connectivity provided by the LEA.|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? Based on the LEA’s local survey to parents, students and teachers.  In response to the Spring 2021 survey, the LEA has maintained a broad course of study for all students and expanded its CTE pathways to include PTC Chowchilla.||2021-06-08||2021                
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 ELD. Students in grades two and three at Alview have access to a Pre-GATE program and students who are in the top 10% of their grade level are enrolled. At Dairyland, all students who excel in academics have access to the GATE program. All students have access to and are enrolled in the STEM program and participate in project-based learning. All students have access to and are enrolled in the drug and alcohol prevention program, Too Good for Drugs. The District provides access to an after-school art program on both campuses.  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. All students 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 study 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, approximately 25% of students have access to and are enrolled in intervention.  At Dairyland, approximately 20% of students have access to and are enrolled in intervention.  At both Alview and Dairyland, approximately 25% of students have access to and are enrolled in tutoring.  In the District, 39% 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.||2021-06-08||2021                
20651850000000|Bass Lake Joint Union Elementary|7|The LEA uses AERIES to track the extent to which all students have access to, and are enrolled in, a broad course of study.|All students within the district have access to a broad course of study.|The district does not currently have any barriers preventing the LEA to provide access to a broad course of study to all students.|The LEA provides a broad course of study to all students.||2021-10-13||2021                
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 schools 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 Elementary 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.||2021-10-11||2021                
20652010000000|Chowchilla Union High|7|All students are exposed to a presentation about graduation and A-G requirements along with course offerings every year. This presentation explains CTE pathways, the advantages of completing one, and how to begin one. A credit evaluation is also completed with every student and mailed home to show progress towards meeting graduation requirements. Students choose classes via Google Forms. The Google Form populates a Google Doc that is emailed to the counselor and student with all the class choices. The counselor uses the Google Doc to review appropriate class placement and input course requests into Aeries. The master schedule is built around courses requests.|At Chowchilla Union High School, students are able to enroll in classes as they desire through meetings with their counselor. Involvement with AP and Honors courses requires that students receive a grade of C or higher in the previous course prerequisite. This is aligned with A-G requirements. CTE Pathway courses are open to all students at the freshmen and sophomore level. Juniors and seniors are restricted to pathways they can complete with the goal of attaining as much pathway completion as possible for college and career readiness. Every year, new elective choices have been added and an emphasis is placed on growing and diversifying CTE Pathways.  At Gateway High School, the staff shifted from utilizing Edmentum to Edgenuity in the 21-22 school year. The goal behind this was to expose students to college prep classes that include instruction from a credentialed teacher in the subject area. Edgenuity also has the ability to translate text and the program annotates the text for students as the instructional videos play while also allowing students to pause the videos and take notes. Another positive change with Edgenuity is that the program has a larger variety of CTE electives for students to be involved in. The pandemic also exposed a need for more seat time instruction at Gateway High School. There are morning and afternoon cohorts of students, doubling the capacity at the site (new for 21-22 school year).|For Chowchilla Union High School as well as Gateway, staffing and space are a barrier as CTE pathways have grown at the comprehensive site and the continuation site has doubled it's enrollment with two cohorts a day. Another barrier that both sites are experiencing is the credit deficiency for students towards graduation exacerbated by the pandemic and the school closures. Both sites have moved to make credit recovery available to students within their program offerings but this has had an impact on students' involvement in electives, in particular CTE electives.|Gateway High School plans to continue to explore credit recovery options in their program so that students are better able to attain the required graduation requirements to obtain their diplomas. Chowchilla Union High School plans to focus on broadening CTE pathway course offerings as well as increasing opportunities for students to obtain college credits while enrolled in high school. To support students with credit deficiency at the comprehensive site, CUHS staff plan to continue to offer credit recovery as the negative effects of the pandemic on students' academic progress wain.||2021-10-04||2021                
20652430000000|Madera Unified|7|Madera Unified’s Educational Services Department strives to ensure that all students, regardless of socioeconomic, historical, and cultural backgrounds are offered the highest quality of education. Madera Unified has many educational services and programs to meet the needs of every student to prepare 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 UC or CSU systems, CTE pathway courses for students interested in learning career/technical skills for use post-graduation, and AP/Honors courses for students looking for a more rigorous course taking pattern. Programs have also 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. Madera Unified also developed multiple measurement criteria for placement in math and English Language Arts and a  grade-level readiness system which is used to place students into the appropriate Math courses in 7th and 8th grade.  Assessments, such as, SBAC, NWEA, grades received in preceding course and other test scores are used to identify potential candidates for enhanced, honors and advanced placement courses.|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 20-21 school year 475 students completed one of our 25 career pathways.  57% of 8th grade students  were enrolled in Madera Technical Exploration Center, which provides specialized CTE pathway instructional to further prepare students for college and career opportunities.  MUSD also has partnered with Madera Community College to provide dual enrollment opportunities for 629 students to gain high school and college credit.  Additionally, over 35% (projected) of students graduated meeting the A-G requirements. 22.8% 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. Emergent Multilingual (English Learner) students who need to take an ELD course will have limited opportunities to access CTE or other elective offerings. Additionally, students with disabilities and other students who have to take reading lab also have limited access to CTE or elective offerings. We currently do not offer summer school opportunities to take CTE courses and elective offerings are limited. 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. In the comprehensive middle schools students can pick between Leadership, Visual and Performing Arts Electives, or Explorations of Career Technical Education.  In the 8th grade students can choose to attend Madera Technical Exploration Center for a ˝ day to take 2 core courses as well as a CTE elective.|Madera Unified has continued to 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 utilizes a personalized grade level readiness report with all 2nd through 6th grade students. Students review and receive this report with their teachers during their parent-teacher conferences. This report includes measures such as historical course grades, assessment results on local and state tests. Utilizing this information, sites are using principles of improvement science to make informed decisions on how to improve instruction.  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.||2021-10-12||2021                
20652430100016|Sherman Thomas Charter|7|Sherman Thomas Charter School is a K-8 self-contained classroom school.   All students are taught Math, English Language Arts, Science, History/Social Studies, Fine Arts, and Physical Education.   Reports cards are given out on a trimester basis.   A review of the report cards by the teacher makes sure the student is progressing as needed to pass onto the next grade level or graduate 8th grade.|The locally selected measures demonstrate all Sherman Thomas Charter School 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.  All elementary classes participate in the Art, Music, Physical Education which provides additional enrichment opportunities for all TK-8 students.  Students who are struggling academically have the support of all-day paraprofessionals in each classroom, a pull-out Literacy Coach, a Special Education Teacher, after-school tutoring in the After School Program as well as a core curriculum that includes integrated and designated English Language Development and is aligned to the Common Core Standards. The supplemental curriculum is also provided when appropriate to support students at their instructional level.|All Sherman Thomas Charter 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|Sherman Thomas Charter School has implemented full-day paraprofessionals in all classrooms to help students with high dose intervention.  We have also hired an intervention specialist to work with students in a small group setting.  Students are identified for the program who are behind two years in reading and reading comprehension.  We have continued the After School Program to allow for extra help with homework after school and a place to students to go while their parents are working.   We have hired an extra paraprofessional trained in Dynamic Myndfulness to help students deal with social-emotional issues and learn breathing techniques to help them calm themselves in times of distress.   Supplemental Curriculum is also provided when appropriate to support students at their instructional level.||2021-04-27||2021                
20652430107938|Ezequiel Tafoya Alvarado Academy|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 ETAA 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|We have ensured all students have standards-aligned curriculum and instructional materials. We began to use Study Sync after providing professional development to support implementation. We stock our classroom libraries to ensure students have access to authentic texts at their reading level, and we continue to use Thinking Maps to develop our students’ abilities to recognize and communicate the relationship between complex ideas.  Students who are struggling academically have the support of push-in Reading intervention teacher, a Math intervention teacher, 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. The supplemental curriculum is also provided when appropriate to support students at their instructional level.|All ETAA 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|We will continue to use SBAC Interim Assessment Blocks to monitor progress towards proficiency in the Common Core State Standards, as well as the STAR Reading assessments (or similar tests) as a diagnostic assessment to understand our students’ current level of performance. We will purchase the STAR math assessment to ensure we have the same type of diagnostic data available for math. The data from these assessments will be used to inform instructional planning for whole group and small group instruction. We will continue to provide additional academic support using paraprofessionals in each classroom, and we will have two reading intervention teachers, one for grades 3-8 and another for grades 4-8. Much of the work of our classroom paraprofessionals is devoted to supporting the needs of our English Learners and we have two paraprofessionals who devote 100% of their time to support students with disabilities in the regular education classrooms.   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. 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.||2021-06-17||2021                
20652430118950|Sherman Thomas Charter High|7|The locally selected tools used to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, Four Year Plans, 9th Grade Math Placement Policy, and Individualized Education Plans.|The locally selected measures demonstrate all students have access to a broad course of study. In addition, our school has intervention, tutoring, study hall, and extra hours for students on campus which ensure additional support.|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.|N/A||2021-04-27||2021                
20652430134510|Sherman Thomas STEM Academy|7|We are a small school, with one class per grade level and the principal is one of those three teachers. As such, we are able to closely monitor the instruction and instructional supplies/resources that are available to all students. Staff conduct an inventory at the end of each year to ensure that we have the necessary textbooks for the start of the following year, always ensuring that we have at least a couple more than the amount of students enrolled in the event that class sizes grow and/or material is lost by a student.|All students have access to and are in enrolled in a broad course of study and the same classes. Some students complete some science and math units in a more advanced group, but they are ALL being taught the same standards and have access to the same courses with grade level standards being taught.|The greatest barrier we have for all students having access to a broad course of study is staffing, particularly in terms of foreign language. At this time, none of our students receive instruction in a foreign language.|One of the things we hoping to do for this school year is incorporate some foreign language into our Friday challenge day/activities. We have parents that speak languages other than English and we are hoping to provide opportunities for students to learn some basics of a variety of languages.||2021-04-27||2021                
20652760000000|Raymond-Knowles Union Elementary|7|The district did not select a measure to track this.|Because the district is so small, all students have access to the same science, ELA, Math, and Social Studies curriculum.|We are not able to offer a great diversity of academic opportunities because we are so small.|Because of our size, we are not able to provide electives, but we will continue to provide as broad curriculum as possible in all required areas.||2021-10-14||2021                
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.||2021-06-08||2021                
20764140000000|Yosemite Unified|7|The LEA uses multiple measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. These measures include master scheduling, sophomore counseling, placement testing, middle school electives, and progress in middle school electives. Students with disabilities are tracked through their IEPs, and placement is based on what is appropriate for each student, within the least restrictive environment. The progress of homeless and foster youth is tracked monthly and barriers to education are addressed through intervention team meetings or via the site homeless/foster youth liaison.|All YUSD students have access to a broad course of study. YUSD champions equity and administrators and school counselors ensure that supports are provided to students to ensure maximal benefit from educational programs.|For YUSD, the main barrier to access of a broad course of study tends to be the size of the district—currently approximately 1400 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 VAPA. Also, the district has robust educational options programs that range from independent study programs, to seat-based programs, including blended options.|In order to ensure a broad course of study for ALL students, the LEA has implemented Multi-Tiered Systems of Support (MTSS); assigned 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.||2021-06-21||2021                
20764142030237|Glacier High School Charter|7|1) 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 the student. We provide independent study students & their families with 4 types of resources:   a. Guidance & oversight of a student’s educational plan is provided from a professional, credentialed, experienced Advising Teacher. Each student & his/her parent meet regularly with the AT to review progress & assessments & plan curriculum & pacing. When applicable, a Special Ed Teacher or 504 Coordinator will also be part of this plan.   b. A wide variety of standards-aligned curriculum & learning materials: Rather than a proscribed “one size fits all” curriculum, our teachers work with each student & parent to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. GHS purchases appropriate curriculum & collaborates closely with each student/parent to develop pacing plans & expectations for student work. c. Site-based classes, enrichment activities, field trips taught & led by qualified staff designed around our students’ needs & interests.   d. A forum & meeting place for independent study families to collaborate & exchange “best practices” with the guidance of credentialed, professional teachers & staff.|2) 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.|3) 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 2021-22 LCAP, Glacier High is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent.|4) Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2021-22.||2021-06-15||2021                
20764146110076|Mountain Home Charter (Alternative)|7|1) MHSC offers highly personalized educational plans for each student. Each TK-8th gr student’s academic program is personalized to meet the needs of the individual student. We provide independent study students & their families with 4 types of resources: a. Guidance & oversight of a student’s ed plan is provided from a professional, credentialed & experienced Advising Teacher. Each student & his/her parent meet regularly with the Advising Teacher to review progress & assessments & plan upcoming curriculum & pacing. When applicable, a Special Ed Teacher and/or Section 504 Coordinator will also be part of this plan. b. A wide variety of standards-aligned curriculum & learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student & his/her parent to design a standards-aligned ed program that meets the student’s individual needs. MHSC purchases curriculum & collaborates closely with each student/parent to develop curriculum pacing plans & expectations for student work. c. Site-based classes, enrichment activities & field trips taught & led by qualified staff & designed around our students’ needs & interests. d. A meeting place for independent study families to collaborate & exchange “best practices” with the guidance of credentialed, professional teachers & staff.|2) Each student enrolled in MHSC has a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, the Advising Teacher(s), as well as a special ed specialist when applicable. An Advising Teacher serves as the primary point of contact for each student, with additional subject-matter teachers providing guidance & consultation on their specific subject area. A PLP includes specific goals for each semester of school across all subjects. It specifies curriculum to be used, curriculum pacing, & 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 & site-based instruction & supports to ensure that all students have access to, & are enrolled in, a broad course of study.|3) 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 2021-22 LCAP, Mountain Home is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent.|4) Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study.  See our LCAP document for 2021-22.||2021-06-15||2021                
21102150000000|Marin County Office of Education|7|As an alternative education school, we enroll students who are generally behind in earning credits toward graduation and a high school diploma. We enroll students in all of the core classes necessary to graduate on time. We offer some variety in the core classes for “credit recovery,” if students are behind, but they don’t have a choice to enroll if they need the class. Students get more access to a broad course of study in our Learning Through Interest program where they can participate in job shadowing, mentorships, and internships that allow them to pursue activities and learning that is of interest to them.|See question 1. All students are enrolled in classes they need to take in order to graduate on time. As a very small school with only 68 students, we have some electives, and students who are not in credit recovery mode can enroll in the classes they are interested in. Additional core classes include electronics, leadership, art, and PE.|Our small size and focus on graduation requirements means that students don’t have the access to the broad range of courses they might in a bigger, more traditional school. Students who are ahead, may co-enroll in the local community colleges for dual enrollment. We had six students attempt that last semester and are looking to increase that number this year.|To increase community college co-enrollment and success in college classes, we have started offering a college support class on campus. We continue to try to offer electives that meet core class learning goals, but are different from our regular core classes. We also applied for and received accreditation from WASC, and are going through the process again this year. As an accredited school, we will give our students more options when they graduate. Finally, we have re-written our courses of study so that when the school is ready we can submit them for UC a-g approval. At the moment, students who are ready for a-g level courses must take them in community colleges.||2021-10-12||2021                
21102152130102|Phoenix Academy|7|As an alternative education school, we enroll students who are generally behind in earning credits toward graduation and a high school diploma. We enroll students in all of the core classes necessary to graduate on time. We offer some variety in the core classes for “credit recovery,” if students are behind, but they don’t have a choice to enroll if they need the class. Students get more access to a broad course of study in our Learning Through Interest program where they can participate in job shadowing, mentorships, and internships that allow them to pursue activities and learning that is of interest to them.|See question 1. All students are enrolled in classes they need to take in order to graduate on time. As a very small school with only 68 students, we have some electives, and students who are not in credit recovery mode can enroll in the classes they are interested in. Additional core classes include electronics, leadership, art, and PE.|Our small size and focus on graduation requirements means that students don’t have the access to the broad range of courses they might in a bigger, more traditional school. Students who are ahead, may co-enroll in the local community colleges for dual enrollment. We had six students attempt that last semester and are looking to increase that number this year.|To increase community college co-enrollment and success in college classes, we have started offering a college support class on campus. We continue to try to offer electives that meet core class learning goals, but are different from our regular core classes. We also applied for and received accreditation from WASC, and are going through the process again this year. As an accredited school, we will give our students more options when they graduate. Finally, we have re-written our courses of study so that when the school is ready we can submit them for UC a-g approval. At the moment, students who are ready for a-g level courses must take them in community colleges.||2021-10-12||2021                
21653000000000|Bolinas-Stinson Union|7|We are a very small district with the ability to carefully outline student programs to ensure that all students have access to a broad course of study and the variety of offerings that our school provides.|WE are a single site.  We use our report card and teacher schedules to measure progress.|We do not see any barriers to ensuring that all students have access to all that our district offers each student.|At this time, we are fortunate to be able to ensure that all our students have access without compromise to intervention needs.  We are relooking at our core enrichment classes and expect to provide a variety of additional offerings to all students in the future.||2021-10-12||2021                
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.   Miller Creek School District students maximize their access to the broad course of study by attending school regularly.|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 Tier 2 or Tier 3 intervention. 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 access to 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. Teams work together and use data to identify when students need intervention so that early intervention can be provided. The district continues to strengthen our RTI systems and services by using reliable assessments and researched based programs to intervene.   During the 2020-21 school year MCSD provided a summer literacy program for students below benchmark in grades kindergarten through three, and including students learning English as a second language. Students participated in a research based literacy program in small groups.||2021-10-12||2021                
21653340000000|Kentfield Elementary|7|Annually the site develops a master schedule that ensures all students have access to a broad course of study and are not limited to general basic skills classes.  We use our student information system (AERIES) to monitor student class offerings and assignments.|Both school sites offer student broad course of study through before and after school courses.  Students have an expanded option of course of study.|At this time no barrier exists beyond limited courses due to funding and/or school hours.|Annually a review is done of the courses offered so adjustments may be made based on student interest and access.||2021-10-12||2021                
21653420000000|Laguna Joint Elementary|7|We use our report card and student records to assure that all students have access to the broad course of study that the Laguna Joint district provides across our two one room school houses.|As a community of one room school houses all of our students have the opportunity to engage in all courses that are offered throughout the school year.  We operate in a multi-age format where learning is hands on and adjusted based upon grade, age, developmental level and language needs.|Our relative size does not always allow for traditional courses of study.  Our geographical location is fairly isolated as well.  We are encouraged and undeterred by the rich learning environment we do provide that incorporates the community around us.|We will continue to provide the high quality education to all of our students each day.  This includes standards based education combined with rich opportunities for learning in other areas that will support our students growth and development as they progress from grade to grade.||2021-10-12||2021                
21653590000000|Lagunitas Elementary|7|As a small school (ADA 187) Lagunitas can ensure access to a broad curriculum by examining student schedules and report cards- both of which demonstrate equitable access to all programs.|There is no discrepancy in student access to a broad curriculum because each student's program is identical to all others in the program.|The LEA sees no barriers in this area.|The LEA sees no barriers in this area.|The LEA is always a bit short on money that could be used to expand or reinforce existing programs. For example, arts and elective courses could be more vibrant if there were more funds available. For several years the LEA has struggled with unfunded mandates for special education outside placements and recently a state- approved charter has opened nearby- having a modest but significant impact on the LEA's capacity to support programs.|2021-10-28||2021                
21653670000000|Larkspur-Corte Madera|7|LCMSD uses standards-based 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 experience the sixth grade enrichment wheel. 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 study 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 an elective period in middle school.|Targeted intervention in LCMSD is based on individual student need and is a flexible support. Schedules for students who no longer require the intervention are adjusted to accommodate that change. Intervention is a fluid process, not a fixed condition for students. The district is also exploring options to push support into classrooms to the greatest extent possible.||2021-10-20||2021                
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, 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.||2021-10-07||2021                
21654090000000|Nicasio|7|Nicasio School District uses the Master Schedule to track access and enrollment in a broad course of study for all students. In addition, special education staff provides updated schedules throughout the school year to measure and track access to a broad course of student for students with disabilities.|All students in grades K-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, Visual and Performing Arts and Music. Students are taught in multi-age classrooms with the following grade spans: K-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 from qualified staff during the school day. 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.||2021-10-07||2021                
21654170000000|Novato Unified|7|NUSD uses the master schedule and student enrollment in Career Technical Education pathways, A-G CSU/UC approved courses, 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 the locally selected measures, data shows that students have access and are enrolled in a broad course of study. The demographics of NUSD has changed dramatically over the past decade, and NUSD recognizes the critical need to provide academic and social emotional supports for underrepresented student groups in all LCAP goals. While the core programming and  access to courses are similar at each school, the supplemental supports and differentiation differ based on the school’s student population. NUSD has prioritized the development of a Multi-tiered System of Support district-wide to ensure that student needs are aligned to the appropriate supports.|NUSD conducted an Educational Equity Audit conducted in 2019 in partnership with Education Trust-West in order to clearly identify barriers preventing access to courses and/or successful completion of the courses in which they are enrolled. Three key barriers stood out in the data:  1.  School master schedule development does not clearly prioritize the needs of students with the greatest academic needs.  2. District-wide Advanced Placement (AP) enrollment is disproportionate to overall student enrollment.  3. Insufficient support for English Learner students in content courses.|The key findings and recommendations that resulted from the Educational Equity Audit conducted in 2019 have supported the revision and addition of NUSD goals to better meet the needs of every student. These actions include the adoption of a new English Language Development curriculum, increased professional development in the area of supporting English Learners in content courses, shifting priorities for building the master schedule in the middle and high schools, and evaluating the requirements for participating in Advanced Placement and all other specialized courses of study.||2021-10-05||2021                
21654176113229|Novato Charter|7|The curriculum at Novato Charter School is aligned with California State Standards for each grade level and the core principles of the Alliance for Public Waldorf Education.|All students at Novato Charter School have access to the entire curriculum appropriate for their grade. Our curriculum includes English Language Arts, Mathematics, History, Science, Social Science, Spanish, Music, Physical Education, Gardening, Health Education, Visual and Performing Arts, and Technology.|Novato Charter School fully meets the requirements of LCFF Priority 7. We have not identified any barriers preventing us from providing access to a broad course of study for all students.|Novato Charter School fully meets the requirements of LCFF Priority 7. We have not identified any barriers preventing us from providing access to a broad course of study for all students.||2021-10-13||2021                
21654250000000|Reed Union Elementary|7|We use our student information system, Alma, to track student enrollment in a broad course of study that is developmentally appropriate. Site administrators review student schedules before the beginning of each school year to verify that all students are enrolled in a broad course of study.|In kindergarten through fifth grade, all students participate in core curriculum in their homeroom classes which includes English language arts, math, science, and social studies. All elementary students participate in physical education, music, art, STEM, and library lessons on a consistent basis. Spanish instruction is provided in third through fifth grades. In middle school, students are enrolled in a seven period day which includes five required (English, history, math, science, and physical education) and can choose two elective courses based on personal interest. Elective offerings include foreign language, music, engineering, robotics, and computer programming. Students requiring academic intervention are able to access a broad course of study will still having time set aside for extra support. Time for academic interventions is embedded into each school's daily schedule to ensure student's needs are met while they are still provided with a broad course of study.|At this time, there are no identified barriers.|As a district, we are constantly reflecting on elective offerings to mirror community values and to best prepare students to be college and career-ready.||2021-11-16||2021                
21654330000000|Ross Elementary|7|The District has established a K-5 program that ensures all students have guaranteed access to all elective programs which include Art, Spanish, Technology, S.T.E.M., Physical Education,and Music.  The 6-8 program requires Spanish for all students and offers over 50 electives across each quarter for all students.  Unduplicated students and individuals with exceptional needs receive the same access to all elective courses across the K-8 program.  Administration and counseling review every student’s schedule via Aeries and the school schedule is evaluated by the Ross School Learning Center, administration, and counseling staff.   All students within the district have access to the entire established course of study.|The District only has one school within its boundaries.  As shared in question #1, all students have access to and are enrolled in a broad course of study.|Currently the District does not face barriers to accessing a broad course of study for all students.|The Ross School District has continued to modify the middle school schedule to ensure all students have greater access to elective programming and that all students take Spanish.||2021-06-09||2021                
21654580000000|San Rafael City Elementary|7|San Rafael City Elementary 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. We are excited to begin SEAL PD in grades 4-5 and use these units as well. 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.|In some cases, students struggling with language acquisition have faced barriers to a broad course of study; however, we have made great strides in developing programs 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. This year we launched an SRCS Newcomer Language Academy to support students new to the country with language acquisition while still providing them access to grade level standards.|This year we launched an SRCS Newcomer Language Academy to support students new to the country with language acquisition while still providing them access to grade level standards.||2021-10-11||2021                
21654660000000|San Rafael City High|7|In San Rafael City High District 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 the SBAC, drive instructional practices through analysis of data trends, which help guide teaching staff in determining the extent to which all students have access to a broad course of study. Other measurements include: Reading Inventory, D & F lists, report cards, class schedules, CTE enrollment, AP/Honors enrollment, 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 postsecondary 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 expansion and refinement of  the AVID Program 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. For students new to the country in their junior or senior year, we have also developed a Bridge Program to allow students to graduate with a diploma. 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, however this is an opportunity for improvement moving forward. 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 District has created a number of programs that help ensure all students have access to a broad course of study. For example, we have increased the amount of CTE courses/pathways we offer at both our comprehensive high schools and are seeking to diversify the students who take those classes. In addition, we have seen a steady increase in our Advanced Placement program, which includes increased access for traditionally under-represented students. The Newcomer Bridge Academy   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 Bridge Academy  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, SLAM, 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.||2021-10-11||2021                
21654740000000|Sausalito Marin City|7|We are utilizing, master schedules at the secondary level, and prep schedules at the elementary level 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 students with exceptional needs.|All students across both campuses have access to and are enrolled in a broad course of study. 6th -8th grade students have access to Art, World Language,PE, as well as all required core subjects (ELA, Math, Science, History) taught by single subject credentialed teachers. In K-5 students have access, to Art, PE, and Garden along with all core subjects. We have dramatically improved in this area over the past three years moving from having only one appropriately credentialed single subject credentialed teacher to have all appropriately credentialed teachers, as well as adding the positions mentioned above greatly expanding access to students to a broad course of study.|Finding credentialed music teachers has been a challenge we are still working through.|We hired single subject credentialed, art, language, science, math, and history teachers, added PE teachers, and are contracting with a garden teacher. We still need to onboard a music teacher.||2021-10-14||2021                
21654820000000|Tamalpais Union High|7|All students have access to a seven period day and we use our student information system to monitor student progress in completing all graduation requirements and UC a-g requirements. For the unduplicated students, we have programs in place to provide additional support such as the Success Network, COMPASS and Academic Workshop. Our counselors monitor student progress on course completion.|All Tam District core content area course are UC a-g approved with the exception of one mathematics support class called Algebra Foundations. All students are enrolled in necessary course to meet graduation requirements within the District. The District's graduation requirements closely mirror the UC a-g completion requirements, with the exception of requiring two years of a World Language and completing Algebra 2.|Currently, the main barrier to providing access is mathematics placement. Students do not select their own mathematics courses, they are placed based on previous mathematics course completion.|The District has formed task forces in each of the content areas in order to review courses of study and ensure we are providing high quality learning experiences for all students across our system.||2021-09-21||2021                
21733610000000|Shoreline Unified|7|All students have access to and are enrolled in a broad course of study as measured by our regular report cards, our student information system, our on-going assessments systems for both K-8 and 9-12, and our annual review of our the learning plans for our students with learning differences.|Our high school program offers all students access to an A-G curriculum, as evaluated annually by our counseling program during the four-year planning process.  There is talk within the district of aligning our graduation requirements with A-G requirements, and they are currently closely aligned, however additional supports would need to be put in place for our special education students and our English learners to ensure equitable access.  In our two K-8 schools, the middle school programs have aligned to offer similar course sequencing.  We continue to work to align our K-8 programs within the district.|At this time there are no barriers to offering a broad course of study for all students.  As stated above, we continue to collaborate among our districtwide K-8 staff to ensure that this broad course of study is consistently applied at each grade level across the district.|As discussed above, we will continue to evaluate the viability of aligning district graduation requirements with the University of California's A-G requirements, and how ensure access for all students.  Furthermore, we will continue to align curricular programing by grade level across the K-8 schools within our district.||2021-10-21||2021                
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 elect to take courses in engineering, technology, and world language. Students requiring 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. Students in need of Tier II interventions and/or EL support work with Intervention and/or EL teachers multiple times each week using research-based programs.|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 elective/enrichment classes (art, music, physical education) and interventions (resource, tier two math, and English language arts, EL support).||2021-10-12||2021                
22102230000000|Mariposa County Office of Education|7|The LEA tracks the extent to which all student have access to, and are enrolled inn, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served through our student information system which houses and contains all schedules, courses offered, and programs students are enrolled in. This is also tracked through our board agendas that outline adopted curriculum.|All students have access to all legally required courses and a broad course of study. If a student attends a small necessary school that does not have a specific non-required course of study that they wish to take, they are able to transfer to the school that offers the program. We have made drastic improvements to program access at our Independent Study program due to the COVID 19 pandemic and we continue to work to improve upon these.|Our district has the challenge of being able to provide access to services at our small necessary high schools. We are able to provide all legally required courses of study and we use online platforms to ensure that students have access to a variety of courses that would otherwise not be available.|We will continue to utilize our student information system to be able to track all students access to broad courses of study and continue to develop partnerships between schools to assist with non-required programs being offered at more locations.||2021-10-14||2021                
22655320000000|Mariposa County Unified|7|The LEA tracks the extent to which all student have access to, and are enrolled inn, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served through our student information system which houses and contains all schedules, courses offered, and programs students are enrolled in. This is also tracked through our board agendas that outline adopted curriculum.|All students have access to all legally required courses and a broad course of study. If a student attends a small necessary school that does not have a specific non-required course of study that they wish to take, they are able to transfer to the school that offers the program. We have made drastic improvements to program access at our Independent Study program due to the COVID 19 pandemic and we continue to work to improve upon these.|Our district has the challenge of being able to provide access to services at our small necessary high schools. We are able to provide all legally required courses of study and we use online platforms to ensure that students have access to a variety of courses that would otherwise not be available.|We will continue to utilize our student information system to be able to track all students access to broad courses of study and continue to develop partnerships between schools to assist with non-required programs being offered at more locations.||2021-10-14||2021                
23102310000000|Mendocino County Office of Education|7|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. Orr Creek/TSP students are provided a broad course of study during the school day. For Community School students, an Individual Learning Plan is created for each student to ensure the students have access to courses.|Students enrolled in our programs 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 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.|Students who are incarcerated have limited access to courses beyond the core curriculum.|Visual and performing arts are integrated into the curriculum when possible for incarcerated students.||2021-06-21||2021                
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.||2021-06-24||2021                
23655570000000|Arena Union Elementary|7|Arena Elementary  is a K-8th grade school that uses the master schedule to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Grades 6-8th not only offers core content subject courses in ELA, Math, Science, Social Studies and Physical Education, there are also enrichment and intervention courses available to all students as well.  This information is documented in our Aeries Student Information System.|100% of the students have access to and are enrolled in a broad course of study that is available at Arena Elementary.  Progress and access to courses are directly monitored by our Aeries Student Data System and CALPADS, which 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.|We are a small school, with a current enrollment of 216 students.  Due to the remoteness of our site, we have limited resources which may create barriers to providing a broad course of study for all students.|N/A||2021-06-23||2021                
23655576116669|Pacific Community Charter|7|The Pacific School relies on the California Education code, A-G requirements and individualized learning plans to ensure students have access to a broad course of study.|Core academic classes along with art and physical education are offered to all students. Field studies are interwoven to further broaden the course of study through experiential learning. The High School Passages program provides the opportunity for students to study topics/courses beyond the regular scope of courses. UC Scout and Odysseyware courses are also available to High School students. Special education services and courses are available to those students who need extra supports.|Staffing is the biggest barrier to further broadening the course of study for all students.|Continuing with Odysseyware for High School students has been identified as an effective way to broaden course offerings. Partnering with Arena's music program is also an opportunity for broadening the scope for elementary students.||2021-10-06||2021                
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 College English Composition, Statistics, Western Civilizations, and Conversational Spanish.  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, Information & Communication Technology, and Arts, Media Entertainment.  FBHS offers AP courses in Biology, Environmental Science, US History, Government, and English Language and Composition.  The high school Independent Study Program (ISP) is also available for students who require credit recovery or course remediation due to unforeseen circumstances.  Two online platforms, Accellus and Edgenuity, are 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.|Our limited enrollment and limited access to hiring specially certificated teachers are the main barriers to offering a more robust course selection.|For the 2021-22 school year Fort Bragg High School transitioned the woodshop courses to an agriculture CTE pathway by implementing a construction and welding focus.  English 200 was added to the FBHS master schedule replacing AP Literature so that more students would access dual enrollment opportunities. 		 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 has completed a CTE credential and the new agriculture program is access the school garden to deliver entry level Ag classes to help prepare students to complete this pathway once they move to the high school program.  The elementary schools have scheduled intervention time so that all students move towards grade level reading mastery without losing valuable core time in the classroom.||2021-10-21||2021                
23655650123737|Three Rivers Charter|7|Our four teachers work collaboratively with each other and with the School Director in designing and implementing curriculum, pacing guides and lesson plans. Our team meets weekly and supports each other in ensuring that a broad course of study is provided for all students. We have many eyes on our small student body and we use an array of online programs to assess our students and monitor progress. These measurement tools include Northwest Evaluation Association (NWEA) Assessments, Smarter Balanced Assessments and Aleks math. Part of our Multi Tiered Systems of Support (MTSS) program is to make sure everyone has equal access regardless of group.  Teachers consult the School Director in preparation for the school year as curriculum and materials that ensure a broad course of study are ordered. Teachers are evaluated by the School Director annually using our evaluation tool that includes teacher observations by the Director and other teachers, consultation and goal setting. We have adopted Common Core aligned curriculum for English Language Arts and Math, and are moving toward a Next Generation Science Standards aligned curriculum adoption. Curriculum and learning materials used for all subjects in the broad course of study are listed in our School Accountability Report Card. An additional tool we use yearly is the Fidelity Integrity Assessment (FIA). This is a self reflection tool that provides opportunity for administration and teachers to scrutinize and reflect on all our p|TRCS has one school site and one classroom for each two grades (totalling 4 classes). All students for each grade span have access to the same course of study. We provide extra academic support for students in all groups by providing a full time classroom aide in each of the four classes. We provide additional Reading Intervention support for students from any student group who need extra support in bringing literacy skills up to grade level. We provide additional regular support for English Learners and students with exceptional needs students who have an Individualized Education or 504 Plan. We have made great progress in recent years in developing additional supports and programs, such as our Reading Intervention Program, that ensure access to the broad course of study for all students.|One barrier our team has identified to providing access to a broad course of study is the high stakes emphasis placed on scores for ELA and Math state testing. In order to prepare students for annual testing, teachers must dedicate a majority of time and energy to these two subjects.  A second barrier is a result of our small school and staff. Our classes, with students in grades 1-8, are self contained without additional “specials” teachers as in larger schools for subjects such as PE, art, library and garden, for example.|One way we have addressed these barriers is by adopting an ELA curriculum that integrates Social Studies, Science and Visual and Performing Arts. Secondly, we have developed (pre pandemic) a school wide electives program where students have access to a broad array of elective options. We also have a music program.  New actions we will implement are to provide additional support staff and to partner with community organizations to assist teachers in delivering Physical Education and Health standards.||2021-10-11||2021                
23655730000000|Manchester Union Elementary|7|The LEA annually measures its progress in meeting the Williams settlement requirements at 100% at our only school site, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic  year, as applicable; the LEA then reports the results to its local governing board at a regularly scheduled meeting and  to reports to stakeholders and the public through the Dashboard. Teachers ensure that students at all grade levels have primary and supplementary textbooks and curriculum materials that are aligned with the Common Core as well as up to date technology tools used in pursuing a broad course of study. Unduplicated students and individual students with exceptional needs are ensured full and equal access to all the materials and tools the school can provide.|The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to  its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the  Dashboard.|The LEA annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting  parental participation in programs; the LEA then reports the results to its local governing board at a regularly  scheduled meeting and reports to stakeholders and the public through the Dashboard. There are no observable barriers for the LEA in providing access to a broad course of study for all students.|The LEA intends to increase professional development opportunities for teachers and administrators to ensure access to a broad course of study for all students.||2021-10-12||2021                
23655810000000|Mendocino Unified|7|1. Measure: A. The percentage of high school students participating in a CTE class and/or CTE pathway B. The percentage of CTE classes that qualify as A-G|2. Summary: A. In 2019-20, 93% of our high school students enrolled in a CTE class. B. In 2019-20, 12 out of 17 CTE classes (71%) qualify as meeting the A-G requirement.|3. Barriers A. 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.|4. Actions: A. 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. B. Continue to offer a wide variety of CTE classes||2021-06-22||2021                
23655990000000|Point Arena Joint Union High|7|Master schedule and grades are used to identify how many students are taking which classes.|Single school district|NA|We do a student survey to evaluate which classes students wish to take each year.|We are a small high school with less than 200 students|2021-11-10||2021                
23656070000000|Round Valley Unified|7|Every year RVUSD uses the state CAASPP test to test students 3-8 and 11 in English, Math and Science. RVEMS also uses Dibels for ELA and Math. Every student is evaluated every three weeks and is regrouped based on scores. 3x a year each student is formally evaluated, beginning, middle and end, to see the progress throughout the year. Both schools RVEMS and RVHS use benchmark testing for their core classes and curriculum to see where students are during certain ties a year. Students with IEP's are measured annually to check on IEP goals and EL students are measured by the ELAC test to determine if they should be reclassified as English proficient.|Every student has access to the core curriculum and IEP students have additional supports to meet their IEP goals. At RVEMS Elementary students are puled out for individual and group work to help with English proficiency skills. The HS also has El support for those who need additional help in acquiring English. The HS has met all WASC requirements for accreditation so every student has access to A-G required classes that meet CSU and UC requirements for admission.  Both schools are meeting the requirements by the state and aligned to the state dashboard.|The only barrier RVUSD has is getting the right personnel to meet the demands of the curriculum and interventions. The material is not an issue it is we just sometimes are short on people who will support the students with the curriculum.|We have added more people to help with the interventions and assessment tools. We have added one more Para professional to help with Title I Dibels and we have added a Math intervention teacher and aide to support the Math component. We have added a full time aide to support El at the Elementary school and we have 2 aides that support EL at the HS. This ensures that the students will have access to the entire curriculum and not taken out of the core classes and taught alternative curriculums.||2021-10-04||2021                
23656072330272|Eel River Charter|7|Attendance Roster Distance/Hybrid learning Weekly Engagement Template Reengagement Letters Lesson Plan books Full time aides in each classroom Daily Zoom meetings Daily phone calls to those not on Zoom SPED/ emotionally challenged one-on-one tutoring or counseling Cohort/EL-small group instruction and evaluation|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  100% student population has Chromebook for home use and Chromebook for school use 100% student population has EL and Math curricula for distance, cohort and hybrid learning 100% student population offered daily Zoom meetings and phone calls 100% student population receiving weekly paper packets for grade level appropriate school work and instructional flash-drives|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 COVID19  EL families Lack of high quality, sustainable internet connectivity in student homes Lack of internet connectivity options such as hot-spots for school to provide to students Poor participation in Zoom meetings and assignments Many students working a year or more below their actual grade in school-distance learning did not enable these students to make progress in catching up|Differentiated online curriculum to meet individual levels Re-open school as allowed by health standards Continue to offer Chromebooks for home use Offer one-on-one and small group tutoring as available-SPED/EL/students not succeeding with distance or hybrid learning Offer on-line counseling as available RVUSD offer SPED students on-line or one-on-one or small group learning as per IEP||2021-04-14||2021                
23656150000000|Ukiah Unified|7|Measure: The district’s metric to measure broad course of study is the percent of graduates who are College and Career Ready through the CTE Pathway.|Summary: We have approximately the same percentage of graduates who were College and Career Ready Through the CTE Pathway over the last two years, but have had a slight decline in 2019-2020.  The District provides 15 different CTE Pathways which allows students to become career ready. 13.5% of 2019-2020 grades were College and Career Ready Through the CTE Pathway 16.3% of 2018-2019 grades were College and Career Ready Through the CTE Pathway 16.8% of 2017-2018 grades were College and Career Ready Through the CTE Pathway Other Course Offerings:  22 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. In addition there were 29 Sections of AP Extension and Tutorials. 16 CTE Pathways: Automotive Technology, Animal Science, Automotive Mechanics, Child Development, Computer Aided Drafting, Software Systems Development, Computer Science Networking, Fashion, Patient Care, Emergency Response, Ornamental Horticulture, Photography, Sustainable Agriculture, Welding, Machining and Forming Technologies, Residential and Commercial Construction Middle and High School Music and Arts including Band, Chorus, Digital Media, Art, Theater (UHS only) High School Language: French, Spanish, and Spanish for Spanish Speakers  High School Science Pathways: Agriculture, STEM, and Traditional|Barriers:  The pandemic created many barriers for students to be College and Career Ready via a CTE Pathway in 2019-2020. Furthermore, students lack an understanding of the course pathways and proper course selection so that they can complete a pathway by their senior year. They must also have an appropriate score on the SBAC in 11th grade or take college course work to be considered College and Career Ready via CTE Pathway.  Lastly, South Valley Continuation High School does not have CTE courses, although the school has a robust internship program through Big Picture Learning. Internships will become part of the College and Career Indicator in the future.|Actions: The LCAP continues to fund additional CTE teachers and programs, and increases that support in 2020-2021 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 and further develop the Big Picture Learning program.||2021-06-17||2021                
23656150115055|River Oak Charter|7|The locally selected tools used by ROCS to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, report cards, ELD identification, and Individualized Education Plans.|The locally selected measures demonstrate all ROCS K-8 students have access to a broad course of study. In addition, each grade has  curricular focus areas which ensure additional opportunities for students across the grades.  All elementary sites participate in the Art, Music, Spanish and the Physical Education program which provides additional enrichment opportunities for all students. Students who are struggling academically have the support of classroom aides, math intervention or club time,  a Special Education Teacher, and a Bilingual Instructional Assistant.  Supplemental curriculum is also provided when appropriate to support students at their instructional level. In addition, ROCS students are provided a school counselor who will partner with the teachers to ensure social and emotional well-being so students can maximize their learning.|All ROCS  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 21-22 we are providing teachers with an additional aides, providing early intervention based on common assessment results, and hiring intervention paraeducators when students are not meeting standards. These actions will support struggling students and Students with Disabilities. In addition, ROCS plans to have targeted intervention groups in math and ELA throughout the week, and designated ELD time each day. In 21-22, ROCS is planning for implementation of a SWPBIS model to align all staff and students on behaviors, which will foster academic growth as the school climate will improve. In addition, ROCS teachers are analyzing the reading curriculum to ensure it is culturally responsive to our demographics.||2021-10-18||2021                
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 2020-21 shows 87% of Redwood Academy graduates successfully completed all necessary a-g coursework required for four-year university entrance.||2021-06-29||2021                
23656152330454|Accelerated Achievement Academy|7|As a small school, all students are enrolled in the same course of study across a grade level.|As a small independent charter school, all students have access to and participate in the same course of study focused on improving skills and exploring career options.  Students may participate in the school’s after school program that provides additional STEAM options as well as art and physical fitness.  Additionally, students may participate in the school’s college program in high school to take additional courses of interest that do count towards graduation.  The main barrier to offering a broader range of courses is the size of the school. Each grade only has 12-26 students, limiting the resources available to offer additional offerings.  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 Skils, College/Career Seminar, and Cooking/Nutrition.|The main barrier is the size of the school and limited staff.|The school has added the dual enrollment program on campus and concurrent enrollment program through Mendocino College.||2021-06-29||2021                
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 2020-21, 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. Individuals with IEP’s received special education services from our own special education coordinator. This same special education coordinator also gave help to other students who demonstrated a need through the assessments. The school also hired a tutor and a school psychologist to serve students with needs. Office staff contacted or visited families when their student was not in their remote lessons. When the school returned to in person instruction, office staff contacted families if the student did not attend school.|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 record keeping, 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. All students who didn’t have internet access or a device were provided with both for Distance Learning. Teachers adjusted their normal Montessori curriculum with online versions of Montessori lessons, IXL, and provided cardstock versions of the hands-on materials that were sent home.  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, and Move This World Social and Emotional Learning program.|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. 2020-21 was the second year with El Dorado Charter SELPA. Another barrier has been parents not having the technology support to receive messages from our school/home communication platform. The school's communication system, Parent Square has improved and is more widely used, but still has some problems with accessibility that make a barrier.|The staff aim to  facilitate support and interventions to meet students' needs in a way that is effective, consistent, and sustainable. The staff is emphasizing social and emotional education to prepare the students for academic learning. The school will provide intensified onsite tutoring in class and after school for students who are struggling academically.  The school will continue the same assessment tools: DESSA and NWEA’s MAP Growth. The school will have a free arts activity based aftercare program.||2021-10-27||2021                
23656230000000|Willits Unified|7|Our district is small enough that our school counselors monitor student progress in accessing the broad course of study. Our principals create site master schedules to ensure students have maximized opportunities to complete both required academic courses as well as electives, CTE courses, and dual enrollment courses for our secondary students.|71% completed at least one CTE pathway for 2021 47% of students enrolled in AP courses passed the exam with a score of 3 or higher for 2021 51% of students were college and career ready in 2021 42% of graduating students passed both A-G and CTE requirements for 2021 Our students have access to a broad course of study throughout. We only have one comprehensive site at each level. No disparities exist between sites.|Our small district size limits the number and variety of courses we can offer.|The district is exploring options to expand STEAM instruction at our elementary and middle school sites. We are also exploring an expansion of CTE pathways at the high school level.||2021-10-13||2021                
23656230112300|La Vida Charter|7|Since La Vida is a home study and independent study program, Curriculum is the key factor in each students'  educational plan. La Vida provides choices of comprehensive standards based curriculum to all students.  Elementary school is more comprehensive in a self contained  program way while High School is course based.  A Curriculum Fair is held in June, so that every Elementary family can make their choices including supplemental offerings an have it ready for pick up at Orientation in August..  Over 400 courses are offered in the High School in all subject areas and electives including Career and Technical Education.  Teachers make sure High School students are enrolled in a full schedule of six courses..  Tracking is through various lists which are frequently reviewed especially for the first trimester of the year.  Helping families with their curriculum selections and use is the primary role of the Student Services Liaison who speaks with at least a dozen people per day about curriculum and home study support. La Vida believes it has curriculum for every type of learner including students with special needs.|All students have access to and participate in a broad course of study.  The onsite program enhances the core subjects with hands on electives and academics through social engagement. The work of the last five or so years has been to increase the number of university transferable classes known as A- G accredited courses. When this effort started the school had about 11 A-G courses and now has over 160 A-G courses.|High School Students who find their way to La Vida often lack confidence in their ability to tackle advanced curriculum.  Between 75 and 80% are low income students. Reading skills, reading comprehension, and organizational skills need support.|For the past few years, the school is working toward enrolling more students in A-G classes.  There are a few more each year.  In 2020-21, 83% of the High School Students were enrolled in A-G courses,  15% took two courses, 38% took three courses and 8% took four courses.||2021-11-03||2021                
23656230125658|Willits Elementary Charter|7|Willits Elementary Charter School serves grades Kindergarten through 5. All students are enrolled in regular classrooms and receive access to a broad course of study that includes English, reading, writing, math, science, social studies, PE, art, music, and Spanish. Students with additional needs receive support from an English Language teacher and /or from the Resource Teacher, who works with the classroom teacher to provide supports and extra help. Students reading below grade level receive supports from teachers and classroom aides to target specific reading skills and improve them. We are using "Beyond SST" to track all supports given to students and to see if students are making progress on specific skills identified that they need to learn. In addition, all grade 3, 4, and 5 students take the MAP test 3 times a year to track progress.|All students receive the same access to a broad course of study. Each grade has music 4 times a week, Spanish every day, Art in Spanish once a week, and PE daily. Students receive extra support for reading and math if they are below grade level. Teachers use multi-level and same-level groups to teach different concepts at different times, as appropriate. Students in Kindergarten through 2nd grade use DIBELs and other literacy assessments to measure progress in reading. In grades 3-5, students take the MAP test three times a year to measure progress and take the CAASPP test at the end of the school year.|We are a small school, with one class per grade. Therefore, all students in each grade level receive the same education from the same teacher for that grade level. Students are supported by classroom aides and by an English Language teacher and a Resource Teacher if needed. Teachers help each other and develop programs that address the unique needs of students each year.|We have noticed that we have students reading below grade level who need targeted interventions in the specific literacy concepts they are missing. We have implemented reading tutoring before and after school as well as targeted practice with classroom aides on a daily basis. We have also noticed some weaknesses in fundamental math skills and are implementing the same small-group extra tutoring for students before or after school.||2021-10-12||2021                
23656232330363|Willits Charter|7|The locally selected measures or tools that we use to track students broad course of study is our Student Information System (School Pathways), through our Curriculum Coordinator and Academic Counselor, our course catalog, our regularly emailed Progress Reports, and through evaluations of the courses and programs, etc.|Locally selected measures or tools include graduation rates, and the a-g completion rate for all student groups. Local course lists and UC approved course lists are maintained. All high school core classes are a-g approved. Our graduation requirements exceed the minimum requirements for CSU. All students have access to these courses. All students participate in courses such as internships, senior projects. CTE classes are open to all students. Dual enrollment, career planning college classes are available to all 9th graders.|There are no barriers that prevent us from providing access to a broad course of study. Even students who are behind in math are able to meet the a-g by completing a two year Algebra program and completing CP Algebra II.|WCS will continuously pay attention to scheduling to prevent conflicts so all students will have access to what they need at each grade level. Transfer students are caught up through credit recovery, Independent Study, or online classes. WCS will continue to ensure transfer students are caught up.||2021-11-09||2021                
23738660000000|Potter Valley Community Unified|7|PVCUSD is doing a review of the PVHS course catalog. The course catalog is being updated for policies, procedures, and required courses as necessary for graduation that are outlined in California Education Code. The course catalog includes courses for individuals with exceptional needs. PVCUSD has identified the following measures to assess the broad course of study available to students: 1. Graduation rates 2. % of students meeting college readiness requirements in English language arts (ELA) and mathematics 3. % of students taking high school CTE courses 4. % of Graduating Class meeting A-G requirements. These metrics, along with the CA Data Dashboard, informs the development of LCAP and our monitoring of LCFF Priority 7|While all PVCUSD students have access to a broad course of study, the high school must balance the need to provide core content courses with elective options with a small staff of a necessary small school. A comment of concern from parents/guardians in community engagement meetings are the limitations of elective choices and access to higher level courses.|While all PVCUSD students have access to a broad course of study, the high school must balance the need to provide core content courses with elective options with a small staff of a necessary small school. A comment of concern from parents/guardians in community engagement meetings are the limitations of elective choices and access to higher level courses.|In response, the trimester system was implemented to increase offerings. The high school also allows students to take college courses and dual enrollment courses. The primary limitation on the availability of electives is the ability to offer a large range due to the school size. Students with special needs also often are challenged accessing elective courses because their schedules are limited in space due to the courses required as part of their IEPs. PVCUSD will continue to review our policies regarding course availability in order to address parent/guardian concerns.||2021-10-13||2021                
23739160000000|Laytonville Unified|7|We review and track the number of students enrolled in CTE, A-G, AP, and college courses annually.  The master schedule 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.  Data reflects that fewer Hispanic and Native American students are completing a-g requirements and enrolling in college courses.|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. More counseling opportunities are now available to assist in this area.|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. Both Native American and Hispanic Family liaisons will be hired to assist in supporting more students in accessing a broad course of study.||2021-06-24||2021                
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 and master schedule are the local measures 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.  Just like our students who attend school on a daily basis, 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 2020/21 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.||2021-06-21||2021                
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 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 support 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. Any changes made to the curriculum and courses are based on specific data driven 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.||2021-06-21||2021                
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 CBCS student meets with their teacher and/or school 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 support 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 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.||2021-06-21||2021                
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 (ELA), 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 ELA 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 ELA, Social Sciences, Physical Education, Science, and Mathematics, and receive mandated health education.  All junior high schools have access to the applied arts.|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 or through other partnerships that highlight the arts and sciences.  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 for all students and specifically unduplicated pupils.|All courses offered at the junior high school outside of English/Language Arts, Mathematics, Science, Physical Education, and Social Science are driven by student interest and teacher credential availability.|2021-06-22||2021                
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. The District has added electives for Junior High 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 continues to work closely with our local County Office in continuing with our MTSS Goals as well as our new LCAP Goals and actions that supports students academically and socially emotionally.||2021-10-14||2021                
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. The District has added electives for Junior High 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 continues to work closely with our local County Office in continuing with our MTSS Goals as well as our new LCAP Goals and actions that supports students academically and socially emotionally.||2021-10-14||2021                
24656800000000|El Nido Elementary|7|The El Nido Elementary School District ensures that all students at all grade levels have access to and are enrolled in a broad course of study. The curriculum utilized in core courses across the district is board-approved and meets state standards.|The measures to track the extent to which all students have access include our student data system, AERIES, which includes the master schedule.  In addition, a textbook checkout system is utilized to ensure all students have access to course materials.  All students are enrolled in and have access to a broad course of study with no difference between sites as El Nido elementary school is the only school within the district.|No barriers are present.|A newly formed MultiTiered Systems of Support (MTSS) identifies both the board course of study programs and intervention programs with Tier I offered to all students and Tiers II and III as intervention.|There are no barriers to ensuring that all students have access to a broad course of study in the El Nido Elementary School District. The El Nido Elementary School District will continue to ensure that all students continue to have access to and are enrolled in a broad course of study.|2021-06-22||2021                
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.|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 pathways through information provided to traditionally underrepresented student groups.|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.||2021-06-25||2021                
24657220000000|Le Grand Union Elementary|7|The District developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 21.00 teachers for grades TK-8 it is a challenge to provide adequate access in areas like applied and performing arts.|The district will work to increase student access to visual and performing arts and career technical education including coding and technology instruction.||2021-06-22||2021                
24657300000000|Le Grand Union High|7|The District developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 22.00 teachers for grades 9-12 it is a challenge to provide adequate access in areas like foreign language and applied and performing arts.|The district will work to increase student access to visual and performing arts and career technical education and physical education.  The district will provide an animal ag science class and foreign language classes as well as promoting the Ag Academy as well as the Medical Academy.  The district also plans to continue increasing dual enrollment classes with local community colleges.||2021-06-23||2021                
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.  Per the COVID-19 pandemic, additional barriers may include the comfort level of families in returning their student to in person instruction.  Some students face scheduling restrictions based on language fluency.  Various credit opportunities exist for students with credit deficits to increase access to courses that may otherwise be inaccessible.|Livingston Middle School (LMS) has added a seventh period to the regular school day to increase opportunities for all students.  LMS is also partnering with California Education Partners (CEP), a non-profit organization funded by Bill and Melinda Gates Foundation to support student achievement and minorities.  CEP teams are composed of site and district staff.  This year the focus is on the D and F rate and its impact on student achievement and access to a broad course of study.||2021-06-17||2021                
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. The district has developed a calendar for adopting new curriculum aligned with the California State Standards.  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.||2021-06-17||2021                
24657630000000|McSwain Union Elementary|7|The locally selected measures used by the LEA to track the extent to 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 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.|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, but recently we had 90 applicants for 5 teaching positions.|The LEA checks teacher credentials through the California Longitudinal Pupil Achievement Data System (CALPADS) and California Commission on Teacher Credentialing (CCTC) annually. This ensures that students are being served by teachers who are qualified to deliver a broad course of instruction.||2021-06-08||2021                
24657710000000|Merced City Elementary|7|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.  The LEA uses an analysis of the Master Schedule, including participation in extended day activities, to track the extent of access to a broad course of study to students in all grade spans, unduplicated students, and students with special needs, as its metric.|An analysis of the Master Schedule indicates students have access to a broad course of study. A schedule of minute requirements met is submitted yearly to the Educational Services Department. All students access English Language Arts, Mathematics, Science, History/Social Science, Physical Education and Fine Arts. In the elementary grades content is delivered through the structure of self-contained classes. Differences in reporting exist, based on unique school/class structures. Examples include: Self-contained elementary classes, TK through Grade-3 at Franklin School; Service of grades 3-6 exclusively at Joe Stefani School; Service to middle school students in grades 7 and 8.  The middle schools schedule students period by period. In contrast, elementary students in grades K-6 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.  The Master Schedule and district inclusion model ensure all students, students with special needs, and English learner students access to a broad course of study.|None.|None.||2021-06-22||2021                
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 tool is available at all campuses, and schools can develop group-specific data to assist in supporting all students.  Graduation status, CTE completion, and an A-G course completion tracker are also a part of the Student Indicator Details on Analytics.|All students in MUHSD have access to a broad course of study. In 2018-19, MUHSD staff adopted a 7-period day schedule. 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 matches 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.|All students have access to a broad course of study.|Even during COVID, MUHSD provided a seven-period day to students. Office hours were included to support students during the distance learning.  MUHSD continues to ensure access for all students to a broad course of study.||2021-08-11||2021                
24658130000000|Plainsburg Union Elementary|7|1. The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our district is a rural district consisting of grades TK through 8. Most of our classrooms are grade level combination classes. 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. 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 independently contract special education teacher.|2. 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. The district remains committed to providing all students with a rigorous education program. The district maximizes its LCFF and LCAP funds to ensure that all students have the resources needed to succeed. The district also uses some 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.|3. Identification of any barriers preventing access to a broad course of study for all students. There are no barriers preventing students from access to a broad course of study. We are a single rural school district with all classes being taught by a teacher with a multiple subject credential.|4. Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study for all students. 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.||2021-06-21||2021                
24658210000000|Planada Elementary|7|The District developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 30.0 teachers for grades TK-8 it is a challenge to provide adequate access in areas like applied and performing arts.|The district will work to increase student access to visual and performing arts and career technical education.  The district will use outside community groups that provide visual and performing arts instruction and activities.  The district will continue promoting the Medical Academy to help prepare students in CTE.||2021-06-30||2021                
24658390000000|Snelling-Merced Falls Union Elementary|7|Snelling School has an annual report date from teachers that itemize and calculate textbooks in all curriculum areas to access areas of need for the following school year.  In addition, a public hearing is posted to ensure that all students have textbooks that cover a broad course of study based on grade spans, unduplicated students, and individuals with special needs.|Snelling School is a single school district that serves 58 students in grades TK-8th.  All annual reports are done by teachers and administration to ensure all students have access to a broad course of study.  Each classroom is a self-contained classroom that is monitored by certificated staff and reported to the superintendent and addressed at a regular scheduled board meeting.|At this time, there is not a barrier preventing all students from receiving a broad course of study.|In the current school year, Snelling School has adopted new science curriculum that will cover the new NGSS curriculum in all grades, TK-8th.||2021-10-14||2021                
24658620000000|Weaver Union|7|Our District serves TK - 8 students.  Every student is provided equal access to our broad course of study which is Board Approved in all core subject areas.|Our District serves TK - 8 students.  Every student is provided equal access to our broad course of study which is Board Approved in all core subject areas.|NA|NA|Our District serves TK - 8 students.  Every student is provided equal access to our broad course of study which is Board Approved in all core subject areas.|2021-10-13||2021                
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, and participation programs.  At the end of the year, a Course Section Completed is uploaded and certified in CALPADS.|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.  WSD offers music at each of the elementary school sites and allocates funding to enrich their Visual Arts and Performing Arts.  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.  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.   During the After School Education & Safety (ASES) Program, students receive access to instructional lessons, physical education activities and electives.|WSD may 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, English Language Development, 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.||2021-06-30||2021                
24736190000000|Gustine Unified|7|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. 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|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. Students also experience performing arts, but not on a consistent basis.|The district will begin World Language courses offered at the middle school level in grade 7. This will allow students to enroll and successfully complete Spanish I before entering high school by completing .5 of Spanish 1 in 7th grade and .5 of Spanish 1 in 8th grade. 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, there are two additional CTE pathways being implemented, Business and Health, to broaden the career scope of current offerings.||2021-06-23||2021                
24737260000000|Merced River Union Elementary|7|The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our district is a rural district consisting of grades ETK through 8. 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 contain support strategies to best support English Learners and students on IEPs.|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. 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 I-pad 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.|Identification of any barriers preventing access to a broad course of study for all students. 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.|Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study for all students. 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.||2021-06-14||2021                
24753170000000|Dos Palos Oro Loma Joint Unified|7|The LEA uses an analysis of master schedules, course offerings, and availability of after school offerings to evaluate the course of study in all grade spans. The analysis monitors the access to the broad course of study of all students, unduplicated student groups, and individual with exceptional needs.|An analysis of master schedules, course offerings, and availability of after school offerings indicates that students have access to a broad course of study. All students have access to English Language Arts, Mathematics, Science, Social Science, Physical Education and Fine Arts. The analysis identified a need to increase the options, primarily of elective courses, in the middle school setting.|None|The LEA is working on a plan to increase options of elective courses offered at the middle school level.||2021-10-21||2021                
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.|MCOE does not operate a school making this priority Non-applicable.|2021-06-14||2021                
25658960000000|Surprise Valley Joint Unified|7|The LEA has completed familiy surveys in regards to students having access to materials and the internet. Our LEA is a one to one district. Due to the small number of students, the district is able to track the access and easily monitor the courses our students are able to take. Our high school students are also able to take a wide range of college courses.|This LEA is a very small rural district. Students at the high school are enrolled in A-G courses, with a variety of electives. The entire district has eight teachers. We have elementary teachers teaching high school classes at the end of the day to provide more opportunities for class options.|A broad course of study for this LEA's students would require a larger student body and more staff. A barrier would be declining enrollment.|The LEA is working hard to meet the needs of all students. The high school students are able to enroll in college classes, which provides more opportunities for them. LEA is continously looking at cuuriculum and how to provide more opportunities for our students.||2021-06-24||2021                
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.|The District does its best to offer a variety of courses. The offering of these courses is based on staffing, which is a yearly challenge. Due to a large number of elective courses, students have many scheduling conflicts which can prevent them from taking classes they would like.|We have no solutions to solving our geographic location problem.  We offered a signing bonus to try and attract new staff.||2021-06-08||2021                
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 received our WASC accreditation 3 years ago and this year was our WASC Mid-Cycle Review. 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 2019-2020 school year, all of our students enrolled at Mono County Community Schools earned credits and we had 4 students meet their graduation requirements of 200 credits and graduate from our schools. All of our seniors graduated and we had no students drop out.|A new action implemented in 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 continued to use 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.||2021-06-24||2021                
26736680000000|Eastern Sierra Unified|7|ESUSD has a guidance guidance that ensures all of our high school students are enrolled in a broad course of study as well as in classes that coincide with their IEPs (if students have one).  ESUSD continues to try to change and recreate our elective classes to offer our students both academic electives as well as electives that are more similar to CTE (though we do not have an official CTE program).  ESUSD also offers concurrent enrollment to all high achieving students in grades 10-12th.  Aeries is our student information system that tracks all course offerings.|ESUSD has a guidance guidance that ensures all of our high school students are enrolled in a broad course of study as well as in classes that coincide with their IEPs (if students have one).  ESUSD continues to try to change and recreate our elective classes to offer our students both academic electives as well as electives that are more similar to CTE (though we do not have an official CTE program).  ESUSD also offers concurrent enrollment to all high achieving students in grades 10-12th.  Aeries is our student information system that tracks all course offerings.|ESUSD is lacking an official CTE program.  Though our high schools have both received 6 year WASC accreditations, WASC has recognized this is an area we are unable to fulfill due to our rural and very small student populations at our high schools.|As mentioned, ESUSD continues to measure the interest and student achievement in our elective courses.  These courses change/adjust based on both factors.||2021-06-16||2021                
26736920000000|Mammoth Unified|7|The district tracks broad course of study through the use of our student information system, master schedule and grade audits. We also monitor our CAASPP data and disaggregate this information regularly. We are closing the gap in some indicators, in particular the College and Career Access data, as we seek to close the gap of unduplicated students who are able to access concurrent and dual enrollment courses in high school. We are also improving assessment for learning, particularly at the early grades, in order to ensure that learning loss from the pandemic doesn't interfere with student progress in core curricular areas.|We are increasing access to all students in accessing a broad course of study as assessed by disaggregated data on COURSE COMPLETION, CAASPP & COLLEGE/CAREER READINESS: MMS D & F List Fall Semester 2020 36 Students on the exception list 6th grade 10 (8 H/L) 7th grade - 13 (11 H/L) 8th grade = 13 (11 H/L)  MHS D & F List Fall Semester 2020 166 Students on the exception list 112 Hispanic students.  ENGLISH LEARNER PROGRESS INDICATORS 2019 (ELPAC) 51.9% of English Learners increased on ELPI level   CA DASHBOARD COLLEGE & CAREER INDICATOR 2019 (subgroups) All Students 47.2% prepared; 6.7% increased; level green Hispanic/Latino Students - 33.3% prepared; maintained; level orange Economically Disadvantaged students = 32.4$$ prepared; maintained, level orange.  CAASPP ELA 2019 All Students = 5.9 points above standard; increased 16.1 points; level green English learners = 55 points below standard; increased 16.8 points; level yellow Economically Disadvantaged = 25.6 points below standard; increased 19 points; level yellow Students with Disabilities (SPED) - 44.1 points below standard; increased 41.9 points; level yellow  CAASPP MATH 2019 All Students = 29.5 points below standard; increased 7.7 points; level yellow English learners = 86.8 points below standard; increased 4.8 points; level yellow Economically Disadvantaged = 63 points below standard; increased 10.6 points; level yellow Students with Disabilities (SPED) -100.3 points below standard; increased 15.2 points; level orange|While all students have access to a general broad course of study, we have to work to close the gap of how students learn about and enroll in higher level courses, especially concurrent and dual enrollment courses at the high school. We have had a hard time monitoring our English Learners, especially as they get into our secondary schools. Because we are a small district, each school must take on a lot of the burden for monitoring their own students. We need to focus on improving ELD instruction, including identifying the designated ELD curriculum and instruction that is appropriate and feasible for each level of English Learner in all three schools.|As a result of the pandemic and remote learning last year, all students now have equitable access to technology. We also have a new tool for monitoring EL progress before and after reclassification as they transition from elementary to middle to high school. We have new ELD classes and are seeking new ELD curriculum. We are also in the early stages of implementing an Early College High School model with K-12 goals to focus on course access and providing opportunities for all students to participate fully in both core academic and extracurricular programs.|Our LCAP Goal #4 is Equity, Access and Inclusion and includes many objectives that will lead to increased access to a broad course of study for all of our students.|2021-06-24||2021                
27102720000000|Monterey County Office of Education|7|Alternative Education ensures that all students enrolled are placed in the correct programs and have access to a broad course of study.  Alternative Education has both paper-based and digital learning platforms to ensure all students have access to core subjects, remediation, career technical education, and college / career preparedness.  This tracked through the student information system, Aeries.|Alternative Education ensures that all students are enrolled promptly upon intake.  Upon intake all students are enrolled in grade level course dependent on their age and year in school.  Transcripts are requested from previous districts to create a graduation plan determining what courses are enrolled in.  All students have access to all courses needed for graduation.  This is tracked and measured through the student information system, Aeries.|Alternative Education specializes in ensuring that all students have access to broad course of study by developing individual learning plans for each students, enrolling them in courses according to what is needed to graduate, and ensuring that most up-to-date, standards-based curriculum and instruction is available in all core subjects, intervention, career technical education, and college / career preparation utilizing paper-based or digital curricula for each respective area.  This is measured, monitored, and evaluated through the student information system, Aeries.|Alternative Education's Professional Learning Communities meet monthly and analyze curriculum, paper based and digital formats for all core subjects, remediation, career technical education, college and career preparation.  Last year, Alternative Education piloted and adopted new Social Sciences curriculum that is aligned with California's Common Core State Standards.  A curriculum adoption process was initiated for new Science curriculum.  Edgenuity was adopted as our new online, digital curriculum.  Edgenuity has over 400 standards-aligned, customizable courses with a full suite of learning tools and scaffolds. Career Technical Education Pathways were targeted for development and implementation in the areas of Business and Finance; Building and Construction Trades; Arts, Media and Entertainment; and Aviation and Transportation.||2021-11-10||2021                
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 MTSS Hand Mandate group ensures 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 Coordinated Services team 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 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, composed 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.|During the pandemic, all courses of study were offered online via both synchronous and asynchronous instruction. Students received 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: Physical Education, Handwork (knitting, sewing, weaving, fiber arts), Gardening, Instrumental Music, Woodworking, and Blacksmithing.    During the pandemic after school enrichment was not offered. For the 2021-22 school year, in addition to the regular academic and enrichment program, middle school students have access to extracurricular activities including Model United Nations, 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.|During the pandemic, when the courses were offered online, it was challenging to offer practical arts classes. During the 2021-22 school year MBCS will offer 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), Handwork (knitting, sewing, weaving, fiber arts, (1-8), Spanish (1-6th), Gardening (3), Instrumental Music (4-8), Woodworking (5-8), and Blacksmithing (8).  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 missing instruction. (See answer to #4) as well as the inability to hire a Spanish teacher due to the teaching shortage.|MBCS has 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 MTSS Hand Mandate group in an effort to keep students in class and engaged in learning. The MTSS Hand Mandate group 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.|2021-10-12||2021                
27102720116491|Open Door Charter|7|Open Door Charter ensures that all students enrolled are placed in the correct programs and have access to a broad course of study.  Open Door has both paper-based and digital learning platforms to ensure access to core subjects, remediation, career technical education, and college / career preparedness.  This tracked through the student information system, Aeries.|Open Door Charter ensures that all students are enrolled promptly after their onboarding and orientation.  Student transcripts are requested from previous districts and a graduation plan is developed to determine what courses the student should be enrolled in.    All students have access to all courses needed for graduation.  This is tracked and measured through the student information system, Aeries.|Open Door Charter specializes in ensuring that all students have access to broad course of study by developing individualized learning and graduation plans, enrolling them in courses according to what is needed to graduate, and ensuring that most up-to-date, standards-based curriculum and instruction is available in all core subjects, intervention, career technical education, and college and career preparation.  This is accomlished by utilizing both paper-based and/or digital curricula for each respective area.  This is measured, monitored, and evaluated through the student information system, Aeries.|Open Door's Professional Learning Communities meet monthly and analyze curriculum, paper based and digital formats for all core subjects, remediation, career technical education, college and career preparation.  Last year, new Common Core Social Sciences curriculum was piloted and adopted.  A curriculum adoption process was initiated for new Science curriculum.  Edgenuity was adopted as our new online, digital curriculum.  Edgenuity has over 400 standards-aligned, customizable courses with a full suite of learning tools and scaffolds. Career Technical Education Pathways were targeted for development and implementation in the areas of Business and Finance; Building and Construction Trades; and Arts, Media and Entertainment.||2021-11-10||2021                
27102720124297|Bay View Academy|7|BVA 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 Main Schedule by individual class, with all students at each grade level K-8 divided into two or three 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.|Bay View Academy will provide rich and interactive learning opportunities that extend beyond the state standards for all students. This will include: Student centered interdisciplinary thematic units developed by innovative, talented, credentialed teachers. Visual Arts, Performing Arts, Spanish, and Physical Education teachers will provide engaging and meaningful learning opportunities to all students. Differentiated, data-driven, curriculum is developed and implemented by innovative, talented, credentialed teachers and intervention staff. BVA will continue to meet the needs of our unduplicated population by providing instructional aides in K-2 classrooms. BVA will continue to ensure that our unduplicated population has access to a broad course of study by providing a .5 FTE ELD Teacher, reading and math intervention.|All BVA students have access to a broad course of study.|Given our documented success in providing access to a broad course of study to all students, we don’t currently plan any changes.||2021-06-15||2021                
27102722730232|Monterey County Home Charter|7|Our unique non-classroom-based learning environment allows us to extend to all students access to the courses they need (both for academic support and for their individual graduation plans).  Furthermore, we prioritize registration in such courses for both our unduplicated student population and our population of students with exceptional needs.|Adding to the information included in the response to #1 (above), we listened 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.|While we feel that a broad course of study is offered to all students, it would be enhanced by access to the following components:    1) securing additional instructional space (specifically space for a science lab); and   2) creating more time for teachers and other MCHCS stakeholders to develop new (elective and Career Technical Education) courses.|N/A--See LCAP.||2021-06-23||2021                
27659610000000|Alisal Union|7|During the 2020-21 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 2020-21 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 are preventing the LEA from providing access to a broad course of study for all students.|No barriers are preventing the LEA from providing access to a broad course of study for all students.||2021-06-23||2021                
27659790000000|Bradley Union Elementary|7|All Bradley USD students have access to a broad course of study, as tracked by CALPADS and Schoolwise.  All teachers are highly qualified and use Common Core, standards based curriculum that is board adopted.   The curriculum is both paper-based and electronic.|We are a single school site, so all students have access to a broad course of study.|There are no barriers preventing the district from providing access to a broad course of study for all students.|All students have access to a broad course of study.||2021-06-08||2021                
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, Dual Enrollment, and Advanced Placement (AP) offerings. CUSD has open access to eighteen (18) Advanced Placement courses. 79% of graduating seniors in 2021 participated in AP in high school. The district has implemented several open-access Dual Enrollment courses in conjunction with the Monterey Peninsula College at Carmel 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.|CUSD does not see any real barriers for our district. The district continues to provide a broad course of study to all students. 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.||2021-06-23||2021                
27659950000000|Chualar Union|7|Chualar Union School District has an enrollment of approximately 300 students. This allows students to be enrolled in grade 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 (4-8) participate in rotation between teams of teachers by class. This ensures that no single student is unscheduled in any subject area. CUSD serves individuals with exceptional needs through our Special Education program on a pull-out basis.|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.||2021-10-27||2021                
27660270000000|Graves Elementary|7|The GESD are assigned to highly qualified teachers who utilize Common Core, standard-based curriculum.  Students are exposed to both electronic and paper-based curriculum.  Curriculum and instruction meet the needs of students ranging from kindergarten through 8th grade.  The staff holds consistent collaborative meetings to ensure that all students have access to a broad course of study to meet individual and academic needs aimed at college and career pursuits.|GESD evaluates each student using a variety of assessments and diagnostic benchmarks including the CAASPP, iReady, McGraw Hill, cumulative file reviews, curriculum tests, and student individual check ins.  This process allows for GESD to identify student learning needs and goals, and offers a broad course of study.  Students may receive direct instruction, group instruction, or targeted intervention time.  GESD ensures that all students have access to and are enrolled in a broad course of study.|The greatest challenges that GESD faces related to a broad course of study include barriers related to limited resources in regards to support staff, instructional time with multiple grade classes and funding.|Actions and services in our current LCAP plan to support access to a broad course of study and the expansion of student learning opportunities.  A 100% access to a broad course of study, for all students, unduplicated students, students with exceptional needs, which includes instructional aids, state standards based curriculum, English language supports, instructional supplies and computer software, appropriately credentialed staff, and safe facilities.||2021-11-08||2021                
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 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 intervention 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 2018-19 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 2019-20 and 2021-22 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 skill set in preparation for CCR and post-secondary success.||2021-10-14||2021                
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 at all four campuses. 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.||2021-06-23||2021                
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.|Prior to the pandemic, the greatest challenges faced by the schools were limited access to Internet outside of the school which affects teachers’ ability to integrate technology into the curriculum for all students. With over a year of school closure, the social emotional supports needs of our students 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.||2021-06-23||2021                
27660840000000|Mission Union Elementary|7|All of our students have access to every program we have on campus we do not use any criteria to select participation of some of the students at Mission|This does not apply at our school as all of our students are enrolled in every course|N/A|N/A|N/A|2021-12-08||2021                
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 co|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.||2021-07-27||2021                
27660922730240|Learning for Life Charter|7|LFLCS reviews the schedules of its students to track the extent to which all students have access to, and are enrolled in, a broad course of study.|Our curriculum provider, Edgenuity, provides us access to a robust catalogue of courses in the academic core (English Language Arts, Math, Science, Social Studies, Health) as well as electives (including World Languages, Career Technical Education, Health and Wellness, and more).  In the upcoming year, we will also have access to a social emotional learning and an anti-racist curriculum.  We have access to a much broader course of study now, with Edgenuity, than we were able to offer previously, when we relied upon textbooks.|All students have access to the full catalogue of Edgenuity courses--there are no class size limits or other barriers preventing access to a broad course of study in our independent study setting.  We provide remedial and accelerated courses, and course customizations, to students as they need, to ensure all students can access the curriculum they request at their independent learning level.|In the upcoming year, we will offer access to a social emotional learning and an anti-racist curriculum to all students.||2021-06-24||2021                
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 have been 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: 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 opening in 2001, a broad course of study has been a hallmark of ISM. All charter petition iterations have included emphasis on this breadth, which has included all subject areas targeted by the Ed Code (EC). In some cases, ISM uses different titles for the subjects, with some variations due to alignment of the ISM curriculum with the International Baccalaureate, which authorizes ISM as an IB World School.   Subject alignment between the EC and the ISM PYP 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 MYP 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 > Individuals and Societies; 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.   Because all students in a class study the same subjects at the same time, there are no differences across student groups in access and enrollment. The minutes listed 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.||2021-06-15||2021                
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 2020-2021 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 elementary students have access to visual and performing arts and computer science within the school day. The middle school offers a comprehensive visual and performing arts course selection( Symphonic Band, Chamber Orchestra, Concert Band, String Orchestra, Jazz Band/Combo) within and after the school day. 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 classes, Learning Center, and study halls to support student academic achievement. PGHS presents the course bulletin for board approval and courses are evaluated to ensure students have access to offerings that are approved A to G ,Honors, AP (Advanced Placement) and Career Technical Education (CTE) Industry Pathways (Design & Media Arts , Information and Communication Technologies (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 exceptfor AVID (9, 10, 11), Leadership, Physical Education,  Transitional Special Education program (age18-22)|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. Another identified barrier have been certain prerequisites and these have been minimized to ensure more students have access to and support for honors and AP course offerings.|PGHS is committed to providing support for students to complete Career Technical Education pathways by offering introductory, concentrator, and capstone courses for all pathways. We have prioritized the growth of CTE pathways and allocated funds from the CTE Incentive Grant (CTEIG) and Perkins grant to provide for all needs associated with growing the CTE program. With an eye on increasing the number of CTE completers, partitucaly for English Learners, SED, and SPED. The goal is to increase the percentage of completers from 20% in 2019-20 to 30% by the 2022-23 school year. By identifying our populations of English Language Learners, SED, and students in SPED, our academic counseling department works to ensure that the benefits of our CTE pathways are understood by both parents/guardians and students. CTE teachers also provide material outlining the benefits of their courses to incoming eighth graders as well as new students to the district. Pacific Grove High School is also making it a goal to continue expanding our offerings of dual enrolled classes. We plan to achieve this by continuing our relationship with Monterey Peninsula college and staying up-to-date with our College and Career Pathways (CCAP) agreement. Currently we offer 11 dual enrolled courses through our culinary and photography pathways. We plan to add two additional dual enrollment courses in 2021-22 with the computer pathway and add two more dual enrollment courses in 2022-23 in the social sciences.||2021-06-03||2021                
27661420000000|Salinas City Elementary|7|SCESD serves students from transitional kindergarten through sixth grade at 15 school sites. Four of our schools provide dual immersion programs and two additional schools provide early exit transitional alternative (bilingual) programs. Five schools offer transitional kindergarten instruction.    All students will have access to diversified core instruction which will assist students in becoming college and career ready.   Administrators will monitor instruction to ensure students receive instruction in the core curriculum as indicated on the daily instruction schedules.  The district has a partnership with the Arts Councils of Monterey County to provide visual and performing arts instruction to students in SCESD classrooms.  This includes that contract plus additional funds to support the district music program and STEAM Showcase.    There are extended learning opportunities available to English Learners, Foster Youth, and Homeless students. Additional space in the programs will be available to other students.  Summer School, Saturday School, Winter and Spring Break, After School Academic and Enrichment programs, etc.|Overall, all schools offer the same foundational educational experience.  A variety of  extended learning opportunities (including field trips and other engaging activities) are being provided to give unduplicated students  the chance to participate in experiences that will allow them to develop skills that extend beyond the classroom.  These programs will be evaluated and refined as appropriate.  An identified challenge was that there were many teachers who were not familiar with the core curriculum and supplemental online platforms.  Funds were put into professional learning for digital learning and 21st century skills for students to carry with them into their instructional learning.  We learned that there should be a balance of instructional materials, both on and off line, to provide students with a balanced literacy and mathematics programs. We not only provided the resources, but the training as well to utilize them in a distance learning environment.  Many of these principles and ideas will continue to be applicable as we return to school in person.  A second challenge that was an immediate need was to provide all students with 1:1 access to technology or internet at home.  Funds were immediately put aside to resolve these issues.  We will continue to invest in programs that promote digital citizenship and safety, such as Go Guardian and Seesaw. Online tools will continue to provide teachers with the ability to give timely feedback to students and their families.|Supplemental programs have been updated to be more focused on serving our unduplicated student populations, especially in the areas of speaking and writing, which are areas that our data shows students need more support.  After assessing the needs, conditions, and circumstances of our low-income, English Learner, and foster youth students, we learned that there is a significant need to recruit, hire, train, and retain individuals to the district who are highly qualified and are excited about working with SCESD families.  Additional training and support are needed to help staff build connections and build empathy and skills to work with all families and students.  This in turn will benefit all students.  The district also worked to remove other barriers that impeded student achievement.  An area that the district continued to increase services was to students receiving mental health services. As students and families experienced difficulty and trauma, additional mental health services were provided to support them.  Nutritional services also continued to provide meals to students throughout the duration of distance learning.  Schools conducted home visits and communicated with families regularly that struggled with daily attendance and engagement.|MTSS will support our continued work in addressing a course of study where programs and services are developed and provided to English Learners, students with special needs, foster youth and individuals with exceptional needs.  As a framework, MTSS will be a roadmap aligning academic, behavioral, and socio-emotional interventions and supports to aid all students, but especially students with need.  The district has created an MTSS intervention manual.  The team will work on  training teachers on providing interventions (in ELA and Math) in small groups using data from various sources already available to teachers. Ideally, we would like to hire 14 intervention teachers so that each school has a certificated teacher focused on working with students as well as training teachers, and overseeing para educators  working with small groups.    Many families were highly successful in a distance learning format.  They have requested that this type of learning format continue.  Based on this feedback, the District is working to address these requests by opening its 15th school starting in 2021-2022, the Salinas City Virtual Academy.||2021-06-28||2021                
27661590000000|Salinas Union High|7|- Students On Track for Graduation - Middle School Grades - Middle School Promotion Rates - Cohort CTE Completer Rates - Enrollment in advanced courses|Baseline: 19-20b% 9th Graders On Track for Graduation (55 credits+) 88.6% all 72.9 EL 88.2 SED 63.6% FY (n=11),  37.6% SWD 84.8% HOM Outcome goal for 2023-24 % 9th Graders On Track for Graduation (55 credits+) 94.6% all 91.9 EL 94.2 SED 72.6% FY 46.6% SWD 90.8% HOM  Baseline:  2020 % of grades C or higher (middle school) -87.1% -79.0 EL -71.8 SWD Outcome goal for 2023-24: % of grades C or higher (middle school) 93.1% 88.0 EL 80.8 SWD  Baseline:  Middle School Promotion Rates 19-20 Not Available Outcome goal for 2023-24 - 91.6% - 88.3 EL - 84.8 SPED - 91.4% Homeless  Baseline: Cohort CTE Completer Rates 2020 Cohort 24.2% all 17.8  EL 15.2  SWD 13.3 YIT Outcome goal for 2023-24 33.2%all  29.8  EL 27.2  SWD 15.3 YIT  Baseline:  2020-21 Enrollment in advanced courses (high school) 23.9% of students 3.1% of ELs 3.1% of SWD Outcome goal for 2023-24 29.9% of students 12.1% of ELs 12.1% of SWD|- English learners are learning English as well as academic content. - English learners and students with disabilities take additional classes that may inhibit them from access to broader courses. - Some students lack additional supports for success in grade level and higher level courses|Actions proposed in the 2021-2024 LCAP: - CTE Coordinator to work to increase access to pathways - Counselors develop and monitor 6 and 4 year plans - AP testing fees - Intervention: PLCs, credit recovery programs, Saturday and summer winter/spring intercessions, math and reading intervention classes - AVID classes - Instructional Coaching -Additional support for ELs in designated ELD classes - Additional resources for foster youth and homeless students - PBIS - Additional staff for SEL and wrap around services:  Wellness Centers, counselors, social workers, etc.||2021-06-22||2021                
27661670000000|San Antonio Union Elementary|7|Students are assigned to highly qualified teachers who use Common Core, standards-based curriculum that is board adopted. Formative and Summative assessments are given throughout the year to measure student progress. Supports such as IEP’s, Reading and Math intervention, and English Language Support are provided to students who qualify. Enrichment opportunities such as sports, Computer Science, Public Speaking, among others will be offered to students after school. The school Principal checks with individual teachers and support staff to ensure all students have access to a broad course of study to meet individual and academic needs|Based on a thorough evaluation process of each student, their learning needs and goals, all students at SAUSD are enrolled in a broad course of study. Differences among classes include: small group instruction, whole group instruction, direct instruction, collaborative learning, among others. Regardless, the school Principal ensures that all students have access to and are enrolled in a broad course of study.|The greatest challenges related to a broad course of study include: our high special education population (although this has decreased dramatically over the last few years) and increasing social and emotional needs due to COVID-19.|SAUSD has provided more access to classroom learning via online and digital platforms. Career awareness is a focus for the district and enrichment opportunities will be provided for students to explore their strengths, interests, and passions.||2021-06-08||2021                
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.||2021-09-08||2021                
27661830000000|San Lucas Union Elementary|7|Students are assigned to highly qualified teachers who use Common Core, standards-based curriculum.  Students are exposed to both electronic and paper-based curriculum. Curriculum and instruction meet the needs of students ranging from transitional kindergarten through 8th grade.  The staff holds monthly meetings and teacher professional learning communities to ensure all students at San Lucas have access to a broad course of study to meet individual and academic needs aimed at college and career pursuits.|School evaluates each student using a variety of assessments and diagnostic benchmarks including CAASPP, iReady, IRLA, ESGI, cumulative file reviews, curriculum pre tests, and student interview. Through this process, San Lucas School identifies student learning needs and goals, and offers a broad course of study. Students may receive 1:1 instruction, group instruction, direct instruction, PE, arts instruction, field trips, Makerspace instruction, social skills building, and mental health support.|The greatest challenges San Lucas faces related to a broad course of study include: high levels of SPED, homeless, migrant, and low income students requires more social-emotional and academic support. Limited levels of education among parents of students is another challenge.|San Lucas is working to ensure all students know how to use their access to online, digital learning platforms.  The school has provided technology and connectivity, but students younger than junior high do not all know how to access it.  All students are coming to school for in person learning, but if that should change due to parental concerns or  mandates set forth by the Department of Public Health, San Lucas needs to ensure students are capable of knowing how to access their learning digitally. Staff is working through professional learning communities to identify and adopt the most effective instructional methods for students to develop digital literacy.||2021-10-12||2021                
27661910000000|Santa Rita Union Elementary|7|SRUSD uses 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.|During remote learning all students were provided equitable services at all school sites.  Students were provided with an adopted curriculum physically and on-line.  Grade levels were provided time to collaborate weekly discussing students academic needs to support  remediation or enrichment.  All sites offered interventions and enrichments during school and with-in the after school program.  All sites were able to offer online VAPA classes.  In grades 6-8 students were able to have their instruments at home where they could be provided innovative music lessons.|Given the barrier of the COVID-19 pandemic all sites were in the distance learning model.  With access not available on site, in person access for students became difficult.   Sites and teachers K-8 were innovative creating a variety of offerings for all learning groups online.  Learning Acceleration will be important for all learning groups transitioning back to the classroom.|Class size adjustments in SRUSD will need to continue to be a focus.  Increasing interventions and supports will be important moving forward especially focused on our unduplicated count.   Course offerings will continue to be diverse with necessary scaffoldings and enrichments embedded.   Field Trips, extra curricular activities and athletics will return to be a strong offering for all SRUSD students.  Providing students access to a diverse exposure to multi-cultural and community events. will be essential as  students return to in-person learning.||2021-10-27||2021                
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 to assess 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.|In non-pandemic school years, 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 becoming 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 intervention and enrichment activities. This has proven difficult due to the limited number of buses/bus drivers and the large geographic area the district covers. However, the district is working with its labor partners to offer attractive compensation for bus drivers to work extra hours as part of the new bridging program that will allow for expanded transportation during the summer and after-school.||2021-06-03||2021                
27662330000000|Washington Union Elementary|7|The LEA continues to monitor courses offered while maintaining compliance with California Education Code expectations. The district's Curriculum Director attends meetings with the Monterey County Office of Education to stay informed of any curricular changes occurring in the coming years. This information is shared with the members of the administrative team. The administrative team meets regularly and discusses programmatic needs based on student performance to ensure that all students are able to access the standards based curriculum.|All students at all school sites have access to a broad course of study. Additionally, struggling students at each school site have access to remediation in the form of Response to Intervention.|While students have access to an overview of visual/performing arts and career technical education at each of the school sites, there is not a course designated for these areas. The barrier to creating a course is fiscal resources. Visual arts is presented through a team of Art Docent Volunteers with one teacher overseeing the three school sites. One teacher provides introductory music instruction to grades kindergarten through fifth and teaches band and choir in grades six through eight. The computer labs are managed and maintained by classified staff. If fiscal resources were not a concern, a certificated staff member for each of these positions would be available at all of three school sites.|The LEA will continue to offer the courses in an introductory fashion as it is now. The LEA will continue to research funding sources to help eliminate the financial barriers preventing the hiring of additional certificated staff.||2021-12-15||2021                
27738250000000|North Monterey County Unified|7|Measure/Tools to track access to Broad Course of Study include: -Master schedule and Six Year Plans from Grade 8 up to post Grade 12 year -Highly Qualified Teachers for all grade spans -Common Core Standards-Based Curriculum|Extent to which all students have Access to and are Enrolled in Broad Course of Study  Per Ed Code 51210 (Grades 1-6) -English Language Arts -Math -Social Sciences -Science -Visual and Performing Arts -Health  -Physical Education -Other Studies as prescribed by the Board Per Ed Code 51220 (grades 7-12) -English Language Arts -Math -Social Sciences -Science -World Language (now offered in middle school) -Visual and Performing Arts -Health  -Physical Education -Applied Arts (Consumer Ed/Industrial incorporated into CTE intro classes) -Driver education (now offered as an option) -Other Studies as prescribed by the Board|Although we are currently providing access to a broad course of study for all students, we have additional requests to provide more Spanish Language Arts sections, develop options in Grades 4-9 for the Biliteracy pathway, and expand course options to meet high school Math requirements.|New Actions/Decisions being considered include: -More Spanish Language Arts sections -Options in Grades 4-9 for Biliteracy pathway -Expansion of course options to meet high school Math requirements.||2021-06-24||2021                
27751500000000|Big Sur Unified|7|We are fully implementing STEAM.  We work with the MCOE in science and we have a contract this year with the Lawrence Hall of Science.  We look at each child individually and use a “safety net” approach to discuss and implement best practices for each child so no one can slip through the cracks. We serve individual needs of study for each child.|Examples- We have one student in honors English because she is ready.  We have 3 students in Spanish 1, with one student in Spanish 2 because she was ready.  We offer AVID to all 8th-10th graders.  We offer STEAM to all.  Each student has their own project. All students have core subjects plus art, theater, cooking, gardening and music.|We use the Internet to overcome that issue.  We would love all teachers to be on campus but the remoteness of the school makes that difficult. We also offer many curriculum field trip studies to compensate.|*STEAM classes and field trips *Partnerships with Lawrence Hall of Science and Big Creek (UC) *online classes|We look at each child individually to provide classes which focus on a broad course of study.  We plan for our students to attend college by following the path of classes to college, offering AVID, taking college field trips, and going on field trips that cover many areas.|2021-08-10||2021                
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.||2021-10-02||2021                
27754400000000|Soledad Unified|7|The District identified [Percentage of Students by College Career Indicator Level for each Student Group] 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.|Results indicated that in 2019-2020: 67.3% of all graduating students were "Prepared" or "Approaching Prepared" for College and Career which is an increase than that of previous years.|There was a significant gap for some student groups including: English learners (33.8%), students with disabilities (33.3%), and homeless (57.6%). Further analysis with current data indicates that English and math are the two highest areas that prevent students from meeting "Prepared" or "Approaching Prepared" for College and Career.|Many students meet graduation requirements but may earn a grade of D. Staff are working to support students to get a C or above which will count towards "Prepared" or "Approaching Prepared" for College and Career category by implementing the following actions: • 4-year and 6-year graduation pathway • additional sections for academic intervention • summer school and Saturday academies • elementary/ middle school intervention • Acellus® credit recovery • Anytime© School • D and F analysis to get back on track • Constructing Meaning Math training for middle and high school teachers  Revisiting policies, common practices, and procedures in place will also allow us to provide a broad course of study for a higher percentage of students.  ------||2021-06-23||2021                
27754730000000|Gonzales Unified|7|GUSD uses site-based master schedules constructed based on basic course offerings.   An administrative review of master schedules ensures a balance of offerings and equity in courses.  Students and parents are provided information on course offerings, A-G and graduation requirements.  Counselors meet with students on a regular basis throughout their 4 years of high school.  The locally selected tools used by GUSD to determine if all 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 district has committed a coherent general education program throughout our School sites and to expanded services including Dual Immersion, Summer School, After-school Tutorial, and Saturday Program which are focused on serving low income, English Learners, and foster youth.    Class lists are developed to identify student proficiency levels and utilized to formulate plans for targeted instruction.    Student IEP's are reviewed regularly to ensure appropriate placement and services are provided to each student.|Master schedules are constructed with time periods and pathways to ensure student groups including students with Special Needs, English Learners, low income, and foster youth have access to a broad course of study.  Master schedules including Independent Study, include specific blocks of time to address Designated English Language Development.  Integrated English Language Development is supported with a focus on selected vocabulary, foundational sentence structures, and ensuring students have access to interacting in meaningful ways.    Learning Hubs, Saturday Program, and Summer school were offered in person to support students affected by COVID-19 and will continue to mitigate learning loss.|The teacher shortage is a barrier faced by our district among many especially in areas requiring specialized certification particularly special education.  Some class offerings are limited in number as only one teacher at the site may hold a specialized credential and student choices vary year to year.    Due to school closures as a result of COVID-19, there has been a significant learning loss for students both academically and in their social emotional progress.  Finding time in the school schedule for needed additional supports and interventions is an on-going challenge.|GUSD 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 or new hires to expand programs allow. The district continues to diligently recruit for specialized credential holders including BCLAD, Single Subject, and Special Education teachers.    GUSD continues to examine how supports and interventions are delivered and if there are other approaches that might not limit student elective access.  One key strategy is our efforts to deepen the understanding school leaders (site, district, and teacher leaders) have of Multi-Tiered Systems of Support (MTSS), specifically the implementation and monitoring of these supports.    GUSD is updating curriculum and program offerings to better meet the needs of our students' diverse needs and providing professional learning focused on stronger instructional strategies.||2021-06-22||2021                
28102800000000|Napa County Office of Education|7|The Napa County Court and Community School programs measure course access a variety of ways: Our student information system tracks credits earned in all areas of study. We track student progress using individual learning plans, credit evaluations, and goal setting for timely graduation. 100% of students have access to all required courses and content needed for graduation. In addition, we provide enrichment and in 2021-22 school year, we will offer two CTE pathways: culinary and welding/construction. A-G and AP courses are available through Edmentum digital curricula.|100% of students have access to the required course of study. 100% of students are offered credit recovery and/or coursework, AP courses, A-G, PE, and electives. We offer work readiness, food handlers, and construction/welding. Beginning in the 2021-22 school year, we will offer two CTE pathways for all interested students. Additionally, students can earn academic, elective, and PE credits during the afterschool program.|All students are offered the required courses but not all students take them. In the past, we could not expand our CTE, electives, and sports programs due to limited facilities, space, and infrastructure. The new school facility with a shop, kitchen, makerspace, and more classrooms will remedy many of the barriers we have had providing access to a broad course of study. The one area of need remains an outdoor recreation area which we are pursuing.|We will continue to provide curriculum and technology that helps provide access to a broad course of study for all students. We are expanding our CTE offerings and have a plan to have qualifying CTE pathways in welding and construction as well as in culinary arts.  In addition, we have expanded access to Nimbus Arts program for students interested in the arts.||2021-06-08||2021                
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 280 high school students. If students are in need of remediation in the subjects of math or English, they are placed in a strategic support class which can also limit their participation in other courses. Our English learners are provided with English Language Development courses so they are transferred into A-G courses once they reach language proficiency.|Our school’s small enrollment is the biggest barrier 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 be a conflict. Students who need academic intervention, special education services or English language support sometimes have limitations on their course offerings.|Our school provides intervention classes simultaneously with A-G courses, as much as possible, in order to keep students on track for college and career. Offering a seven period day schedule facilitates access to a board course of study for all students.||2021-06-14||2021                
28662580000000|Howell Mountain Elementary|7|Howell Mountain ESD is a K-8 single-school district. All grades are self-contained. Howell Mountain ESD used AERIES to track student enrollment and CALPADS to track courses. All students have access to a broad course of study, including fine arts and PE.|Howell Mountain ESD is a K-8 single-school district. All grades are self-contained.|All students have access to all courses at Howell Mountain ESD.|Howell Mountain ESD is implementing a new schedule to include foreign language, art and music so that the district ensures all students have equal access to a broad course of study.||2021-06-16||2021                
28662660000000|Napa Valley Unified|7|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. 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.  Additionally, our graduation requirements are aligned with the UC/CSU A-G requirements, ensuring that all students must take a broad course of study in order to graduate from our system.|In Napa Valley Unified, Advanced Placement (AP) enrollment has steadily increased over time. Many of the same AP Courses are offered at all 3 of NVUSD’s largest high schools, including; Computer Science, English Language Arts, World Language, History/Social Studies, Math and Science. 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, Business, Culinary Art, Multimedia Production, Printing and Graphics, and Woodworking.|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 is in the process of building 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.||2021-06-24||2021                
28662660108605|Stone Bridge|7|By nature of our offerings, students at Stone Bridge School experience a broad course of study. At the base of our educational philosophy is Waldorf Education with its holistic approach to addressing the needs and growth of the whole child, paying attention to students need to learn through their, heads, hands, and heart. Our curriculum by nature and design is well-rounded and contains aspects that are sometimes missing in the classroom; art and music serve as examples.|SBS offers a rich, interdisciplinary education, where students enjoy rigorous academic coursework that follows a pacing schedule that differs from traditional school settings. While SBS strives to cover all Common Core State Standards by the end of 8th grade, we do so on a different time-table that is based on the development of the child. Main lessons, where the meat of the curriculum is delivered, are taught in 3-4 week blocks. Each block has a topic of study (ELA, Math, Science, History, Geography) and activities during the Main Lesson includes speech, music, movement, written work, and artistic work which revolve around the topic. Each topic is grade specific. 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 who teach handwork, woodwork, math, farming, Spanish, and movement. All students with the exception of Kindergarten ha|None are identified at this time.|SBS is confident in its stance that a broad course of study is available for all students as evidenced by portfolio work, testing and grades where appropriate, performances or projects, and daily interaction in the classroom.||2021-06-29||2021                
28662820000000|Pope Valley Union Elementary|7|Subgroups are too small to identify differences and all students, regardless of need or status have access to all curriculum.|One-school school district, no differences from schools.  Subgroups are too small to identify differences and all students, regardless of need or status have access to all curriculum.|Small size of population and limited staff specialties.|The school has all materials necessary for current curriculum adoptions. The staff is continually working to improve staff development and curriculum resources. Based on current credentials held by staff members, the school is looking to begin a music, art, and pe specials program to support core instruction. The school has 1-to-1 Chromebooks to support students and is actively working to bring in a robust STEAM program with the 6-8th teacher working with robotics.||2021-06-10||2021                
28662900000000|Saint Helena Unified|7|Master schedules from all four school sites are reviewed by the district administration to make sure a board course of study is provided per grade span. Also, there is a thorough review of the following pieces of data to further determine access and opportunity, they include: 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-Dual Enrollment classes and PSAT and SAT tests are taken per year and who is taking the tests.  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 is working towards a certificate of completion within the district).  The percentage of students who entered 9th grade for the first time in the 2016-17 school year who received a high-school diploma within four years of entering ninth grade. The overall graduation rate of 92.9% for 2019-20 is very good. Our Hispanic increased in graduation rate to 94.4% and Socio-Economically Disadvantaged (SED) sub-groups decreased in their graduation rates to 87.8% from 92%.|Broad Course of Study Offering Per School: Grades TK-2  Mathematics-5 days a week: 300 minutes per week English Language Arts/English Language Development- 5 days a week: 450 minutes per  week Science-2 days a week for 40 minutes each time History-Social Studies-2 days a week for 40 minutes each time Physical Education-200 minutes per week Spanish Instruction-40 minutes per week Bilingual Science Technology Engineering Arts Mathematics (BSTEAM) class-40 minutes  per week Music class-40 minutes per week  Grades3-5 students have enrollment on average to the following classes per week: Mathematics-5 days a week: 425 minutes per week English Language Arts/English Language Development- 5 days a week: 450 minutes per  week Science-2 days a week for 45 minutes each time: 90 minutes per week History-Social Studies-2 days a week for 45 minutes each time: 90 minutes per week Physical Education-200 minutes per week Spanish Instruction-40 minutes per week: 5th grade an extra 30 minutes per week Bilingual Science Technology Engineering Arts Mathematics (BSTEAM) class-40 minutes  per week Music class-40 minutes per week  Grades 6-8 students have access on average to the following classes per week: Mathematics-250 minutes per week English Language Arts- 250 minutes per week Science-250 minutes per week History-Social Studies-250 minutes per week Physical Education-250 minutes per week Electives/ELD-250 minutes per week Enrichment/Intervention/Learning Center-250 min  HS course catalog below|At the high school level we no longer charge students to take the SAT, the district pays for any student that needs financial support. As a district, parents no longer need to pay for SAT Test Prep, we offer that service through one of our teaching staff at the high school. This has taken away the financial burden for both the testing and the test prep. Any student can enroll for PSAT and SAT test-taking at the high school. In addition, prerequisite course restrictions to take honors or AP courses have been removed should a student feels that they would like to take those advanced courses during the scheduled time.|As part of the LCAP for 2021-2022, the district will be reviewing current practices and policies within our entire TK-12 school system around access and opportunity to amend were needed to ensure systems are truly equitable.  The following supports are planned: 1. Continued building the Professional Learning Community (PLC) structure TK-8 in order to use multiple measures to inform instruction and provide interventions 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. Increase 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 creating a multi-tiered system of support (MTSS) at all school sites and lastly provide supports to assist in helping Long-Term English Learners become reclassified before HS to allow course options and pathways.|Grades 9-12 students have access on average to the following classes per week: Draft Course Catalog for 2021-2022 link: https://sthelenaunified-my.sharepoint.com/:b:/g/personal/mallen_sthelenaunified_org/EUbmL650k5hIqYoC0L-gM-YBI3Ssy91aQ10e6aDH-ZKBkA?e=oak0Xq|2021-06-17||2021                
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 program 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 at Earle Jamieson Education Options program for students who have been expelled or referred through probation or the county SARB board 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.|Earle Jamieson’s program is limited in its capacity to provide a comprehensive set of courses as compared to the local high schools.  Our program has an enrollment capacity of approximately 20 students and includes three classrooms, one lunch room and a small area for recreational outdoor activities.  Student enrollment fluctuates between 5 students up to 22 at our highest.  We are not equipped to provide traditional a-g required courses beyond core curriculum such as ELA, math, History/Social Science, Science, Art and Physical Education.  A student’s typical enrollment period is no longer than a year, which is usually 2 semesters.  Additional barriers preventing us from providing access to a broad course of study for all of our students include social emotional issues, motivational, incentive and engagement issues and absenteeism.  We serve students who are at-promise 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.  Our focus is to provide individual learning opportunities to meet the needs of each of our students; which include credit recovery, building social skills, providing mental health and/or other community agency resources to students and their families and working on their rehabilitation plans toward a successful transition back to their LEA.|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 students and the staff who support them.  This year, we purchased new mathematics and History/Social Science curriculum.  Next year, we will review ELA and Science curriculum with an intention to adopt.  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.||2021-06-23||2021                
29102980114314|Bitney Prep High|7|Bitney Prep is a small school that is able to focus upon each student as an individual.  The local measures that we sue to insure that all students are enrolled in and have access to a broad course of study include:     - As a part of our Advisory Program, all students develop an Individual Learning Plan that is used by students and staff to track individual goals as well as progress towards graduation.  The ILPs help ensure that all students are enrolled in the broad course of study.    - Bitney serves a high percentage of transfer students who come to our school behind in credits.  We work closely with these students to plan a course of study that will help them progress toward ontime graduation.|All students at Bitney Prep have access to a broad course of study.  All students, including at-risk and unduplicated students, are enrolled in content area classes that meet the UC-AG college preparatory standards.  Students who struggle to succeed in these classes are provided with extra help, tutoring, and direct teacher intervention.   All students, including students with IEPs are mainstreamed in regular education classes.  Also, all students including unduplicated and students with exceptional needs, participate in Bitney’s Internship Program and have the opportunity to learn through their own interests.  Bitney Prep has an MOU with Sierra College that allows students, starting in the second semester of their freshman year, to take classes at the college level.  This is an equity based program that focuses on encouraging underrepresented students to gain their first experience with college before they graduate from high school. Bitney is working with Sierra College to be able to provide students with access to a dual enrollment college class in the Spring of 2022.|Some of our students arrive at Bitney, either from middle school or by transferring from another high school, without the academic skills to be successful in a broad course of study.  Students who are behind in credits need access to credit recovery and accommodations before they are prepared to succeed in grade level college preparatory classes.|Our goal is not only to provide access to a broad course of study, but also to take steps to help students succeed in their studies.  Bitney has adopted a validated testing program to begin using in the fall of 2021.  These assessments will be used at the beginning, middle and end of the year to assess student preparation and needs in the areas of English/Language Arts and Mathematics.  Results from these assessments will help us in addressing learning gaps and individual needs. Also for the 2021-2022 school year, Bitney is implementing a formal Intervention Program to proactively provide support to all students in their academic classes.|Assessment of the LEAs performance on meeting the standard: Bitney Prep meets the standard of providing all students with access to a broad course of study.|2021-06-08||2021                
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 in 2020-2021 has been access and attendance/engagement during the pandemic. If the students don't engage, then it is quite difficult to provide them with a consistent and broad course of study in their education.|Our school and teachers continually emphasize how important regular attendance and engagement is, and the school is revising truancy protocols as best as regulations allow, and notification letters so that families may be more full informed as to the impact of absences on the culture of our school, as well as on their own child's status and progress well ahead of interventions. 100% of students in grades 1-8, including unduplicated student groups (i.e. low-income, English-learner, and foster youth students), and individuals with exceptional needs (i.e. students with disabilities) have equitable access to, and are engaged in a broadening course of study. Our school is expanding course study content in social justice, practical arts, and foreign languages in 2021-2022.||2021-06-09||2021                
29102980114330|Nevada City School of the Arts|7|For academic access NCSA uses the Orton-Gillingham curriculum, iReady for ELA and math, and Writing By Design for ELA, and Math In Focus for Math as state approved curriculum and assessments. We will be adopting a new, standards-aligned math curriculum next year. Teachers use the State History Standards, the Learning for Justice Social Justice 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 surveys 92% 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 71%, and our chronic absence rate is 11%.|We are concerned about our low-income students’ chronic absenteeism as they are in the “orange” on the dashboard,  and students with disabilities was “yellow.”|We will focus on these groups in 2021 by giving them priority access to our Counselor and by giving their parents priority access to the Parent Resources Coordinator.||2021-06-17||2021                
29102980126219|Forest Charter|7|1. 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.|2. Again, 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. CTE courses are available through Sierra College. These options can serve all of our learning centers. We are looking to expand these CTE options in the future.  FCS launched its first CTE pathway in the Fall of the 2019/20 school year and added another in the Fall of the 2020/21 school year. Currently FCS is developing two more pathways to be launched in the Fall of 2021.|3. Due to Forest Charter School’s non classroom based structure there are no barriers to student access. All students have 100% access to all courses offered through Forest Charter School. The costs and logistics of running our own CTE program are possible barriers to expanding the existing CTE program|4. The only new actions will be the expansion of the current CTE program and the expansion/addition of some A-G courses.||2021-06-15||2021                
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.||2021-06-17||2021                
29102980130823|EPIC de Cesar Chavez|7|EPIC uses the diagnostic and standardized California Adult Student Assessment System (CASAS) assessments which is administered to students upon entry into school. Interim CASAS assessments are administered quarterly to measure learning gains, assess persistent gaps, and establish consistent monitoring school-wide to ensure that students are engaged in a broad course of study that meets their educational needs and career goals. These reports are provided to instructors periodically for reflective analysis of their instructional strategies and to inform the need for re-teaching standards and CASAS competencies or for providing acceleration of learning.|Using the results of the CASAS testing, EPIC provides an educational program designed to meet the academic and career technical education needs of its adult participants through a continual improvement of content delivery in a broad course of study. Curriculum delivery is intensive in English Language Development and aligned with California State Standards. Progress was made in the addition of programs offered through EPIC including the expansion of Career Technical Education Pathways that have been implemented: Agricultural, Natural Resources, Solar Energy, Early Childhood Education, and Business. Students continue to show notable success is the continued Educational Functioning Level (EFL) growth levels as measured by the CASAS assessments. EPIC students outscored both the State of California growth in EFL goals and the statewide averages for both 2019-20 and 2020-21.|A 21st Century education must provide the technological skills that students need to function in the workplace and society. Students continue to struggle with a working knowledge of how to manage technology for educational and career-based learning. These technology challenges create barriers to accessing the broad course of study components that are available to the students. Students also struggle with access to devices and Internet in order to maintain resource equity that would continue to keep them engaged in their learning programs. Though student devices were provided, many students indicated a need to learn how to turn on the device and use the software programs provided. 87% of the teachers said their students’ main difficulty was that they did not know how to use technology. Technology training was required in order for the students to function via distance education and continues to be a challenge as we return to in person learning.|Technology devices were purchased for students to enable online standardized E-testing, remote and hybrid instruction as needed as well as supporting the in-class use of technology. Professional learning for teachers in the use of technology was provided and implementation of a Learning Management System at all school sites was completed. Teachers will receive continuing professional learning opportunities in the use of Canvas as part of the delivery of a broad course of study. Students will be provided time in class to practice using online educational resources. Summer training days were available to students to practice basic technology skills. Devices and hotspots are continuously purchased to meet the need of students.||2021-06-26||2021                
29102982930147|John Muir Charter|7|JMCS offers a broad course of study for all students with core academic subjects aligned to state standards through our benchmark course outlines. We are able to meet any student’s credit needs with our variety of course offerings. Additionally, JMCS uses PowerSchool as our SIS. Through PowerSchool, we are able to track the extent to which students, aggregated and disaggregated by subgroups, are enrolled in courses of study that meet their academic and credit needs.|100% of JMCS students have access to and are enrolled in a broad course of study that meets their academic and credit needs.|100% of JMCS students have access to and are enrolled in a broad course of study that meets their academic and credit needs. JMCS does not have any barriers that prevent our students from having access to or enrolling in a broad course of study that meets their academic and credit needs.|100% of JMCS students have access to and are enrolled in a broad course of study that meets their academic and credit needs. No revisions, decisions or new actions are required.||2021-06-09||2021                
29663160000000|Chicago Park Elementary|7|All students in Tk-8th grade have access to state adopted curriculum and are enrolled in all core subject areas.|As a single school district, there are not 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 site district, we are small and can provide access to all students to state adopted curriculum in all academic core subjects.|When piloting and reviewing curriculum, we will make a priority to adopt curriculum that provides diverse perspectives. 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.||2021-06-24||2021                
29663160125013|Chicago Park Community Charter|7|All students in Tk-8th grade have access to state adopted curriculum and are enrolled in all core subject areas.|As a single school district, there are not 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 site district, we are small and can provide access to all students to state adopted curriculum in all academic core subjects.|When piloting and reviewing curriculum, we will make a priority to adopt curriculum that provides diverse perspectives. 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.||2021-06-24||2021                
29663240000000|Clear Creek Elementary|7|Upon review of grade level schedules and state adopted curriculum available to our students, our District is able to determine that all students including our unduplicated students and students with exceptional needs across all grade levels TK-8 have access to and are enrolled in a broad course of study.  We provide standards aligned curriculum in all four core academic areas: ELA, Math, Social Studies and recently adopted NGSS Science.  Integrated throughout the core academic areas, teachers provide students with access to age appropriate technology activities enabling students to gain critical 21st century computer skills.  In order to provide students with coping skills and responsible conflict resolution strategies, we implement the 2nd Step social emotional learning curriculum across all grade levels. Health standards are incorporated as a unit in our Science curriculum.  Throughout our elementary school schedule, we provide students with opportunities to use our library facilities and participate in teacher directed Art and PE activities.  As health and safety guidelines change from the pandemic, we will begin to offer other enrichment opportunities such as music, Kuk Sool Won and after school sports.|There are no differences in access to a broad course of study across school sites for our students because we are a single school school district.|Some potential barriers preventing the LEA from providing access to a broad course of study are that we are located in an outlying rural area and it can be difficult to access qualified instructors for before or after school enrichment opportunities at our site.  Our upper grade teachers provide enrichment opportunities each trimester to their students, but are limited by their knowledge and expertise.|To ensure access to a broad course of study for all students, the decisions and actions the LEA will implement are:   *Increase and improve services for Special Education students, the District will add a part-time Special Education Director to provide support for General Education teachers with training and coaching in inclusive strategies, accommodating curriculum and assignments, classroom management and grading. The Director will support the RSP teacher in writing and implementing high quality goals and progress monitoring.   *Increase and improve service and instructional time for all students including our unduplicated students by prioritizing maintaining certificated staffing at a level that provides single grades and small class sizes.  *Increase and improve services to English Learners and students achieving below grade level expectations, we will increase our Intervention teachers contract from half time to full time.  *To build a strong knowledge base and narrow the achievement gap beginning with our youngest students, we will increase our Kindergarten teacher's contract and daily instructional minutes for Kindergarten students.||2021-06-15||2021                
29663320000000|Grass Valley Elementary|7|We measure this through a review of our master schedule offerings at all of our school sites to ensure students have equitable access to all core programs. We also measure this through the placement of properly credentialed and authorized staff.|Our analysis shows that we provide access to a broad course of study for all of our students.|We need to continue to review our access and have no current barriers to offering a broad course of study.|We will continue to implement all of our actions.||2021-06-15||2021                
29663326111140|Grass Valley Charter|7|We measure access to a broad course of study through the analysis of our school master schedule to ensure all students groups have access to high quality instruction and instructors.|We meet this the threshold for offering a broad course of study through our program design. We reach and support students on an individual level while ensuring our program content meets or exceeds expected grade level content standards.|We do not believe we have any significant barriers that prevent us from offering a broad course of study. We work to recruit, train and support high quality staff.|We will continue our efforts to recruit, train, support and retain our high quality staff so they can provide the highest level of learning and support for our students.|Assessment of the LEAs performance on meeting the standard: Standard Met|2021-06-15||2021                
29663400000000|Nevada City Elementary|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. Our goals are as follows: 1.) All students will demonstrate growth towards meeting or exceeding standards in English Language Arts (ELA) and math proficiency as demonstrated through local formative and summative assessments. 2.) Nevada City School District will provide positive, safe and engaging learning environments and systems of supports that meet the intellectual, social, emotional, and physical needs of all students, so they are able to maximize their learning and achievement. 3.) Maintenance Goal: The metrics and actions described below will be implemented to ensure that progress made with Priority1 and the implementation of academic content and performance standards in Priority 2 will be maintained over the coming three years. These areas will be evaluated on a regular basis to ensure maintenance of progress and metrics and actions will be reevaluated as necessary to determine if there is a need to elevate a priority to a broad or focus goal.  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 the LCAP goals. Some of these services are specific to the unduplicated student population, while others are important for all students.|Using locally selected measures, all student groups, across the district, have access to, and are enrolled in, a broad course of study.|Barriers continue to be students who are on quarantine, who have access to a broad course of study, however, do not always engage in the provisions through Traditional Independent Study or AB130.  A rigorous re-engagement process has been developed district wide.|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 services designed to improve or maintain 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 include but are not limited to working in collaboration with the probation department, local support agencies, and Nevada County Superintendent of Schools, both proactively and reactively, so that we can address the multitude of issues that students bring to school each day. We utilize our PowerSchool and SWIS data with our counselor and administrative team on a weekly basis to measure our success in providing access to and enrollment in a broad course of study.|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, a handful of EL, and strong staff supporting our special needs population, we are not challenged with the same barriers as other districts in providing access or enrolling students in a broad course of study. The district will continue to monitor progress through local and state measures and assessments such as ELPAC, CAASPP, and local benchmarks to ensure a continued broad course of study for all.|2021-06-08||2021                
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 2021 survey question articulated above, 76.4% of parents, 88.6% of students, 74.7% of certificated staff, and 63% of classified staff, and 40.7% of community members report students have equal access to a variety of courses and programs. As compared to survey results from the 2020 LCAP survey, the following increases/decreases exist -- parents (-3.3%), students (+7.5%), certificated staff (+2.8%), classified staff (-9%), and community members (-10%).|Barriers identified anecdotally during our LCAP committee discussions include 1. Access to coursework during a year of distance and hybrid instruction; 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 has elected to transition to a new bell schedule at one of two comprehensive school sites. The district sees a new bell schedule as a means to 1. offer students more than 6 classes per school year, 2. provide inclusion of an "intervention time" during the school day, and 3. Move toward alignment of 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.||2021-10-13||2021                
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. Our leadership teams 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.|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. Since our launch in school year 14-15 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, and specific electives. During COVID, electives were trimmed so that Extracurriculars could be emphasized to support for students with similar interests. This still allowed for all students to be on the 4 year college and career pathway. All students considered in the unduplicated count have access to the full course of study to 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.|During COVID, there was difficulty in students accessing distance learning with internet issues in our rural County. This was a barrier, however, no students were retained and there is a 100% graduation rate for the Class of 2021. The barriers involved a global pandemic, but we individualized and supported each student and family through our relationships, connections, and supports in order to keep all students engaged and able to continue with a broad course of study that would ensure college and career readiness as well as access to a-g coursework for all learners.|The LEA has implemented a morning Crew (or Advisory) routine to support students with launching into their day with connection, engagement, and an adult who knows them well. This has allowed a deeper focus on relationships to start each school day Monday - Thursday in order to emphasize connection first. This helps with students feeling belonging, community, and purpose which will help with students feeling both able and supported to access and achieve in a broad course of study.||2021-06-17||2021                
29663730000000|Pleasant Ridge Union Elementary|7|PRUSD is a TK-8th grade school district and we have systems in place to ensure our students have access to, and are enrolled in, a broad course of study.  The systems are Power School student information systems, formalize curriculum adoption protocol, and planned supports for students who struggle with academics. The tools used to monitor and evaluate this priority is the student information system, quarterly William’s report, state, and local academic growth indicators.  Students with specialized needs such as students with disabilities, foster youth, and socio-economically disadvantage are provided the necessary supports to access grade-level curriculum throughout the school year.|Overall, our students have access to a broad course of study. Challenges to a broad course of study were identified. First, the district and schools continue to experience fewer students acquiring grade-level math standards.  The district continues to work with stakeholders to determine if this is an access concern or a comprehension concern.  The district is addressing this concern during the 2021-2022 school year.  A second identified concern is the lack of tier II and tier III supports for students who struggle with core academics.  The district is addressing this concern during the 2021-2022 school year.  These two identified areas are concerns not only for our general student population but also students with specialize needs.|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 number of courses in any given grading period for instructional support.  Another barrier is the pandemic during the 2020-2021 school year with a modified school day for all students.  This limited the amount of direct instruction that each student was provided daily.  PRUSD will address both concerns during the 2021-2022 school year.|Our LEA is seeking to address the barriers we face in the following ways. First, we are implementing intensive instructional time for identified small group instruction.  This will allow staff to address the learning gaps of all students.  Second, we continue to provide ongoing professional development in mathematical mindset (Jo Boaler) and the science of reading (95% Phonics Group).  Third, we are implementing a multi-tiered system of support (MTSS) to help improve student attendance, academics, 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.||2021-06-22||2021                
29663730136424|Arete Charter Academy|7|PRUSD is a TK-8th grade school district and we have systems in place to ensure our students have access to, and are enrolled in, a broad course of study.  The systems are Power School student information systems, formalized curriculum adoption protocol, and planned supports for students who struggle with academics. The tools used to monitor and evaluate this priority are the student information system, quarterly William’s report, and state and local academic growth indicators.  Students with specialized needs such as students with disabilities, foster youth, and socio-economically disadvantaged are provided the necessary supports to access grade-level curriculum throughout the school year.|Overall, our students have access to a broad course of study. Challenges to a broad course of study were identified. First, the district and schools continue to experience fewer students acquiring grade-level math standards.  The district continues to work with stakeholders to determine if this is an access concern or a comprehension concern.  The district is addressing this concern during the 2021-2022 school year.  A second identified concern is the lack of tier II and tier III supports for students who struggle with core academics.  The district is addressing this concern during the 2021-2022 school year.  These two identified areas are concerns not only for our general student population but also students with specialized needs.|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 number of courses in any given grading period for instructional support.  PRUSD will address this concern during the 2021-2022 school year.|Our LEA is seeking to address the barriers we face in the following ways. First, we are implementing intensive instructional time for identified small group instruction.  This will allow staff to address the learning gaps of all students.  Second, we continue to provide ongoing professional development in mathematical mindset (Jo Boaler) and the science of reading (95% Phonics Group).  Third, we are implementing a multi-tiered system of support (MTSS) to help improve student attendance, academics, 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.||2021-06-22||2021                
29664070000000|Union Hill Elementary|7|Following 2020-2021 Pandemic core academic model, Union Hill will transition to a more comprehensive and robust model that will support access to a broad curriculum to support our students. 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, will be 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. As our Local Control Accountability Plan (LCAP) states, we will be investing in, and developing additional educational opportunities for our students that are inclusive of all subgroups.||2021-06-15||2021                
29664076027197|Union Hill Elementary|7|Following 2020-2021 Pandemic core academic model, Union Hill will transition to a more comprehensive and robust model that will support access to a broad curriculum to support our students. 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, will be 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. As our Local Control Accountability Plan (LCAP) states, we will be investing in, and developing additional educational opportunities for our students that are inclusive of all subgroups.||2021-06-15||2021                
29664150000000|Twin Ridges Elementary|7|We are a small rural school district in which all students participate in the same course of study by grade level.  We have added election options for all students district-wide.|Washington School, a one-room schoolhouse, has a dual immersion teacher on site while Grizzly Hill offers Spanish as an elective. Washington School has fewer elective options available to students than Grizzly Hill School due to its remote location and a reduced number of teachers available.|The remote location of Washington School, it being a one-room schoolhouse with a single teacher limits access to additional offerings.|Field trips and virtual opportunities||2021-10-12||2021                
29768770000000|Penn Valley Union Elementary|7|All students are scheduled into core academic classes upon enrollment to ensure they have access to a broad course of study.  Once enrolled, students are provided all textbooks, materials, and technology required by law and for what is standard throughout our LEA.  A broad course of study includes, but is not limited to, ELA, math, science, social studies, and physical education.  All students have access to intervention and enrichment, and students in grades 6-8 have access to electives.  The district continues to ensure access to all students, including unduplicated student groups, and students with exceptional needs.  The District adopted Journeys for K-5 and California Collections for 6-8 in Spring; 2017, CPM for math in Spring, 2015; Studies Weekly for K-5 social studies in Spring, 2018 and My World for 6-8; and Amplify K-8 in Spring 2021.  The district participates in required Williams Audits each Fall to ensure the curriculum is provided to all students as required by law.|All students are scheduled in the same broad course of study throughout the district.|The most recent barrier is related to the impact students, staff, and the district have experienced due to COVID-19.  The staff has worked tirelessly to break down any barriers and focus on mitigating learning loss due to the pandemic.|Staff training is essential to ensure students have access to a broad course of study for all students.||2021-06-09||2021                
29768776111371|Vantage Point Charter|7|Vantage Point Charter School is an independent study program specifically designed to create an alternative to students not wanting a traditional education setting.  Upon enro11ment, each student meets 1:1 with staff to create an individualized program plan to best suit their needs.  Students attend for various reasons such as medical challenges, emotional needs, credit recovery, and/or to be able to work additional hours during the day. Various curricular programs are used in this program in order to support all student needs. State academic standards are used regardless of curriculum, and staff continue to participate in professional development to learn and grow as standards change over time. Students in grades K-8 often follow district curriculum when appropriate, and the 9-12 programs is WASC accredited to ensure students receive the education needed for college, military, or the workforce. Since 2015, the district has worked diligently to include VP in all curriculum adoptions and online program implementations.|Vantage Point Charter School is an independent study program specifically designed to create an alternative to students not wanting a traditional education setting.  Upon enro11ment, each student meets 1:1 with staff to create an individualized program plan to best suit their needs.  Students attend for various reasons such as medical challenges, emotional needs, credit recovery, and/or to be able to work additional hours during the day. Various curricular programs are used in this program in order to support all student needs. State academic standards are used regardless of curriculum, and staff continue to participate in professional development to learn and grow as standards change over time. Students in grades K-8 often follow district curriculum when appropriate, and the 9-12 programs is WASC accredited to ensure students receive the education needed for college, military, or the workforce. Since 2015, the district has worked diligently to include VP in all curriculum adoptions and online program implementations.|Vantage Point Charter School is an independent study program specifically designed to create an alternative to students not wanting a traditional education setting.  Upon enro11ment, each student meets 1:1 with staff to create an individualized program plan to best suit their needs.  Students attend for various reasons such as medical challenges, emotional needs, credit recovery, and/or to be able to work additional hours during the day. Various curricular programs are used in this program in order to support all student needs. State academic standards are used regardless of curriculum, and staff continue to participate in professional development to learn and grow as standards change over time. Students in grades K-8 often follow district curriculum when appropriate, and the 9-12 programs is WASC accredited to ensure students receive the education needed for college, military, or the workforce. Since 2015, the district has worked diligently to include VP in all curriculum adoptions and online program implementations.|Vantage Point Charter School is an independent study program specifically designed to create an alternative to students not wanting a traditional education setting.  Upon enro11ment, each student meets 1:1 with staff to create an individualized program plan to best suit their needs.  Students attend for various reasons such as medical challenges, emotional needs, credit recovery, and/or to be able to work additional hours during the day. Various curricular programs are used in this program in order to support all student needs. State academic standards are used regardless of curriculum, and staff continue to participate in professional development to learn and grow as standards change over time. Students in grades K-8 often follow district curriculum when appropriate, and the 9-12 programs is WASC accredited to ensure students receive the education needed for college, military, or the workforce. Since 2015, the district has worked diligently to include VP in all curriculum adoptions and online program implementations.||2021-06-09||2021                
30103060000000|Orange County Department of Education|7|Student transcripts, which are requested at enrollment for all students are reviewed by the teacher to ensure the appropriate courses are assigned to the student.  Additionally, 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 offered through Gradpoint. The LEA is currently in the process of developing and implementing a high-quality CTE program for all sites that would be accessible to all students within the next 2-5 years. For the 2020-2021 school year, we plan to establish one CTE pathway:  Building and Construction pathway at the Orange County Juvenile Hall. In addition, we plan to pilot Exploring CTE Labs through Paxton Patterson at three community school sites and two court schools.  Exploring CTE Labs will give students the opportunity to participate in a formalized career exploration by engaging them in hands-on activities and authentic real-world problem-solving activities. All CTE courses offered are assigned to CTE credentialed teachers. In addition, students have the opportunity to earn four industry certificates through CTE elective courses. Industry certificates offered: ServSafe, Express Employment Professionals Career Preparedness Certification, Southwest Airlines Professional Communications Certification, and Center for Financial Responsibility Personal Financial Literacy Certificate. Students also have the opportunity to participate in work-based learning experiences through a paid 8-week internship at OCDE and mentorship programs with the county and OC United Way. A new model for the internship program will be implemented to include academic cred|All students have access to a broad course of study. The high number of school sites has been identified as a potential barrier in the frequency of support services that can be accessed by students. Our LEA serves students throughout Orange County, which encompasses 948 square miles and supports 28 districts.  To address this, a restructuring plan is in process to relocate and, in many cases, consolidate school sites in order to maximize resources and ensure equitable access to all courses of study to all students.|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 and providing students with alternative methods for accessing courses and demonstrating their learning.  We are committed to providing staff with evidence-based professional development to enhance and extend instructional practices that support and engage all learners.  These professional growth opportunities align with the principles of MTSS that are foundational in our program, including targeted support for our English Language learners and individualized remediation and intervention for students who require additional supports in order to achieve academic success. Additionally, we recognize the critical correlation between family engagement and student achievement so our LEA provides opportunities for families to actively invest and partner with us in their students' academic goal setting and plans in a variety of ways, including parent committees, DELAC and ELAC meetings, and family nights hosted by our area staff and principals.||2021-06-16||2021                
30103060126037|Samueli Academy|7|Currently, Samueli Academy serves over 674 students in grades 7, 9-12; of which 55% are Socioeconomically Disadvantaged, 16% English Language Learners, 10% Students with Disabilities, 2% Foster Youth, and 1% Homeless Youth.  Our student body is comprised of 86% Hispanic, 6% White, 3% Asian, 0.4% African American, 0.5% Filipino, and 3.5% 2+ Races.  In the 2020-21 school year, Samueli Academy added grade 7 and will serve grades 7-12 in the upcoming 2021-22 school year.     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 be 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.|Every student is enrolled in a UC A-G approved course, has access to Advanced Placement (“AP”) Courses, is required to complete an internship and the choice to select an Engineering or Design CTE Pathway that prepares them for college and career, and is encouraged to participate in concurrent enrollment with a local Community College.   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.|Samueli Academy provides a well-rounded 21st century learning experience in a small school environment, in a state-of-the-art facility with 1:1 student to laptop ratio, the integration of technology-based programs and digital curricular materials.  The college-going culture and expectation is supported through the Charter School’s college-readiness standards, courses, college application and financial aid workshops, access to a plethora of college scholarship opportunities, including college and career field trips, and a partnership with Santa Ana Community College that provides our students with access to concurrent enrollment, earning college credit while in high school.  Additionally, Samueli Academy provides an after-school academic and social enrichment program that includes academic tutoring, extra-curricular clubs and organizations and an athletic program.   Every student is enrolled in a grade-specific Advisory course, and we offer an X-Block, where teachers hold office hours, similar to college environment.  All students meet with their College Counselor throughout the school year, for a variety of services including but not limited to course planning, transcript/academic review, college application process and financial aid planning.|2021-06-22||2021                
30103060132910|College and Career Preparatory Academy|7|Student transcripts are requested at enrollment for all students.  Upon enrollment, students are assessed utilizing the i-Ready online diagnostic in the areas of math and reading and are also given a career assessment. The School Counselor and teacher review the transcript to ensure the proper classes are assigned to the student.  An Individualized Education Career Service Plan (IECSP) is completed by the student, School Counselor, and teacher to gather input from the student regarding learning goals, interests, and transition plans.  A school counselor is available to support student access to a broad course of study. In addition, each student is enrolled with a federally funded workforce provider that offers job readiness skills and career pathway opportunities.|All students have access to the core curriculum and electives that are required for high school graduation.  Students also have the ability to concurrently enroll at local community colleges, exploring 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 online courses to support their career interests based upon a career inventory assessment result. Additionally, students can participate in 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. Technology and access to textbooks was identified as a barrier for students during the COVID pandemic that could have prevented students from accessing their course work, but students also identified in surveys that they were not feeling connected to school.|CCPA has continued to collaborate with workforce development partners such as 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. The Orange County Youth Center is another partner we continue to work with for students located through all other parts of Orange County. CCPA will continue to seek out additional partnerships with workforce development partners in Anaheim and Santa Ana to give additional options for students, CCPA works very closely with all the federally funded workforce partners to ensure student success. Additionally, CCPA has given all students who enroll a Chromebook to ensure they have access to all courses and books online and if needed, a hotspot to use for internet connectivity. Along with these resources, school supplies and PPE were given to each student, ensuring all students had access to a broad course of study.||2021-06-16||2021                
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 Aeries, iReady diagnostics, and other data sources 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, physical education, and Science. Additionally, all students  have access to courses in world language, 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, the 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  the use of multiple intelligences, which are both a focus of our current professional development plan.|Increased professional development for teachers in developing an Multi-Tiered System of Support (MTSS) framework, mathematical practices, differentiation, and  multiple intelligences.  Six-week, rotating intervention classes and opportunities at each site have been added to ensure that all students have access to rigorous curriculum and state standards. Additionally, weekly STEAM classes will be provided to all students in grades K-5, and a STEAM elective will be available on the elective wheel for grades 6-8.||2021-06-24||2021                
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 (Guided Recess), Visual Arts, Arts Quest,  STEM, and Spanish.  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.|All core courses are aligned with California state standards and curriculum/instruction supports these standards. Students attended both virtually and in person.  Regardless of the learning environment, the students received the same instruction because we had technology solutions that allowed for students to see each other and communicate with each other in real-time.|Due to COVID-19 and the need to social distance, we only had physical space for 1/2 of the students until mid-April.|All students will return to campus.||2021-06-15||2021                
30103060134841|Orange County Workforce Innovation High|7|Using the school Student Information System (SIS) to collect course completion data, the school analyzed the participation levels of English Learners, Low Income, Homeless, Foster Youth, students with exceptional needs, and students by grade level for the first semester of 2020-2021. Participation in courses outlined in Ed. Code 51220 was examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technical Education 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: English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education. The school has many of the students enrolled in intervention or support courses for English Language Development, reading, writing, and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer-assisted learning programs.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of the program is to serve students through a personalized learning model. We ensure that there are no barriers to students accessing the curriculum. The school provides access to the curriculum through independent study, small group instruction, and/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 and/or a tutor to support their learning, these resources are readily available. The lowest enrollments were in foreign language courses, CTE, and driver education. Foster youth had the lowest participation in foreign language and CTE courses. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex. English Language Learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts.|The school believes that students should participate in coursework that ensures their graduation and enhances their career-readiness. The school made participation in career technology education (CTE) an LCAP goal. Enrollment in CTE and Professional Skills courses is tracked and reported to the stakeholders. The school will continue to promote and support student interest in CTE through their individualized plans and has seen CTE participation steadily increase.||2021-06-08||2021                
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. All TK-8 students have access to several elective or thematic courses, in addition to all core courses. Homeschool boxed set curriculum are 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 counselors take special care with unduplicated student groups and individuals with exceptional needs to ensure that they are not only receiving a broad course of study, but one that is personalized for their needs.  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 annually reviews program schedules to ensure students are enrolled in a broad course of study.  High school students also have access to many CTE Pathways, internship opportunities, and dual enrollment  and articulated college co|All students have access to a high quality, broad course of study including math, ELA, language, art, social science, science, and multiple elective options. Programs offer instruction in-person and via independent study to best meet students' situations and goals.  All high school students have access to a complete A-G sequence, and 7th and 8th grade students have access to math and language other than English (LOTE) at the A-G level.  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.. In addition, administrators are aware that some of our students were enrolled in but did not complete the minimum  A-G LOTE requirement. All dual enrollment college courses as well as CTE courses and pathways are available online to accommodate all students, regardless of their region. The school has improved access to a broad course of study by expanding online options including LOTE 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, so 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 charter that also has a seat-based program, 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 school 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 VHL and eDynamic Learning as an online 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. Student access to live teaching has been expanded. Students have access to live online seminars with single subject specialists on a weekly basis via a virtual classroom and office hours. The school 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 to create an engaging and rigorous program for each student.||2021-06-10||2021                
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|7|Tomorrow’s Leadership Collaboration (TLC) Charter School, a WASC-accredited school,  that currently serves  152 students in grades TK-6 with the following demographics: 73% Hispanic, 15% White, 3.3% 2+ Races, and 3% Asian, 18% Students with Disabilities (SWD), 36% English Learners (EL), and 63% Socioeconomically Disadvantaged (SED). Currently, TLC does not have any students identified as Homeless or Foster Youth.   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-6 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in 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.|Due to the current success of TLC 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.|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.|2021-06-15||2021                
30103063030723|OCSA|7|At OCSA we utilize the following measure to define and track student access to a broad course of study:  A Curriculum Handbook with courses 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  2021, 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 2020-2021 school year, OCSA increased visual arts elective offerings, added two full time school psychologists, and increased co-teaching classes to provide additional support for all students. Furthermore, the school continues to look for professional development opportunities for all teachers, especially in differentiation, co-teaching, and literary choice for English-Language Arts classes to support all student sub-groups and provide more perspectives in reading choices. For the 2021-2022 school year, OCSA will continue to increase it’s dual enrollment and high school articulation course offerings, and expand our CTE course offerings so that all students have access to robust CTE pathways in each of the arts conservatories at OCSA.||2021-06-30||2021                
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.|Prior to the pandemic, this priority served as a launching point to determine whether ALL students had access to rigorous, grade-level content and extracurricular opportunities.  In 2020-21 with the abrupt shift to pandemic-related distance learning, we had to ensure students’ needs were met at lower levels of Maslow’s hierarchy. Examples moving starting at the lowest level and moving up to the highest level of Maslow’s hierarchy are:    -Physiological:  Meal services, COVID testing, Behavior Health Aide and mental health outreach   -Safety Needs:  Devices, connectivity, full day Anaheim Achieves program, transportation for foster youth, attendance and engagement outreach, needs     assessments for students not engaging, outreach to students/families on independent learning (Option 2), converted to all digital curriculum   -Love and Belonging:  Increased teacher access to professional development, after school academies and Saturday intervention groups   -Esteem:  Universal Design for Learning Framework, Observation Protocol for Academic Literacies, curriculum and assessment accessibility   -Self-actualization:  Academic discourse, keyboards for 6th graders|The amount of time students spent in virtual, distance learning settings as well as safety protocol requirements once returning to in-person instruction was a barrier to students engaging in student talk and academic discourse.  The focus on essential standards during valuable synchronous instructional time meant less time on History-Social Science and Science curriculum.  The difficulty some families had engaging in school during the pandemic, despite ongoing outreach attempts, led to some students not accessing instruction at all.|In 2021-22 instructional emphasis will be placed on    -Social emotional/trauma informed learning   -Oral language development and academic discourse   -Engaging, culturally relevant content   -Accelerating learning using at-grade level standards||2021-06-23||2021                
30664230131417|Vibrant Minds Charter|7|At Vibrant Minds Charter School, we identify the broad course of study as access to the content standards in English-language arts, mathematics, science, history-social science, and physical education. Additionally, we believe all scholars should have quality experiences in VAPA (Visual and Performing Arts) and STEAM (Science, Technology, Engineering, Art, and Mathematics). This is measured by an analysis of each grade level's year-long curriculum map based on the content standards for each of these areas of study, as well as each grade level's progress on the map.|All scholars have access to a broad course of study. Two subgroups that are under close scrutiny are our English Learners and Special Education (SPED) Scholars. For our English Learners to ensure their access to the core curriculum, they receive 30 minutes of designated English Language Develop, as well as access to all subjects with SDAIE. For our SPED Scholars, push-in services are provided whenever feasible. Care is taken to reintegrate them into their classes when they are pulled out of class for services. Additionally, we implement a full-inclusion model of academic support for maximum growth.|The only barrier we are experiencing this school year to all scholars having access to a broad course of study involves attendance issues. A number of scholars have missed school due to Covid-19, either because they have the disease or they have been a close contact. While the school implements the modified quarantine whenever possible, the number of days scholars miss school when the close contact is a family member can be extensive. We provide Independent Study to these scholars, but this form of learning does not adequately replicate what is learned at the school site.|We will continue to implement what has been successful in the past and present when it comes to access to a broad course of study for all scholars. We will continue to resolve Independent Study issues and strive for a higher level of rigor and support.|There is no additional information in this area.|2021-10-13||2021                
30664310000000|Anaheim Union High|7|The AUHSD has several measures for measuring student access to a broad course of study:   To graduate from AUHSD, all students must complete the State Core requirements, but also  requires a Fine Art or a World Language, a career education course, and several elective credits of the student’s own choosing.   The University of California (UC) A-G completion status is the “default” curriculum  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.  A wide array of World Languages to all students, including courses for heritage language speakers, Advanced Placement (AP), and International Baccalaureate (IB). AUHSD also offers the  California Seal of Biliteracy to any students who complete the State criteria.   An extensive offering of Visual Arts & Performing Arts (VAPA) programs. All students have access to pursue the VAPA field of their choice. The VAPA programs align the junior high offerings to the high school offerings.   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.  A broad set of Dual Enrollment courses, in partnership with North Orange County Community College District.|In 2017, a Predictive Analysis was conducted. The results showed a discrepancy of student enrollment into a broad  course of study across the District. Students with Disabilities (SWD) and English Learners (EL) were identified as the  groups that are not earning A-G status or graduating at the same rate as other groups.  Much work has been done to monitor and support students in the following groups:  ? Students with Disabilities  ? English Learners  ? Students in Foster Care  ? Students who is homeless/unaccompanied minor  ? Student who was formerly incarcerated  ? Student who is of a military family  ? Student who is a migratory child or participating in an English language proficiency program for newly arrived  immigrant students.   Staff, including administrators, counselors, case carriers, and others have continued to build their capacity and  monitoring systems including:  ? Transcript evaluation  ? IEP Audit   ? Site Teams developed for SWD, EL. Foster Youth. Each site meets to review data, set goals and monitor progress of these student groups.  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 identified barriers to all students having access to a broad course of study is:  ? Inconsistent implementation of a six year Academic Plan  ? Some sites/ create a “gate keeper” approach to placement recommendations ? Master schedules are not built with these student groups in mind  From the systems lens, there is a disconnect between tying the students’ interests & strengths to their six year plan, which ties to course selection, which then connects to the master schedule. This disconnect limits the  ability of students to take A-G course work, complete a CTE Pathway, earn the Seal of Biliteracy or take a Dual  Enrollment course.   Additionally, the mindset of some sites limits students taking the full A-G courses, believing that A-G is for  college-going students only. Other identified barriers are grading policies of teachers that result in a high D/F  rate and discourage students from trying to earn the A-G status; poor attendance, and a high mobility rate.|Much work has been done around the systems related to ensuring a broad course of study. As a district, we have implemented:  Site and district level task force teams that focus on the student groups: SWD, EL, and Foster Youth. Some of the LCAP recommendations for these groups include:  Master schedule teams that focus on reducing barriers and conflicts for all student groups.  Professional development includes leveraging the master schedule process to build a positive  school culture and to expand access to course work for student groups.  District level transcript and IEP audits are being used to identify gaps and trends in student  placement.  A standardized 6 year academic plan was developed for sites.  Through the LCAP process, recommendations have been made for our student groups. All sites are expected to  implement these recommendations and monitor the progress through their site teams. Some examples of the  recommendations are:  1. Review placement and transcripts of students annually  2. Targeted Saturday Academy, after school seminars, and summer bridge programs.  3. Expand access and enrollment in A-G course work, world languages and CTE pathways. 4. District-wide agreed upon EL best practices, such as Intentional lesson design allows EL students to speak approximately  30% or more of the period.  5. Intentional lesson design that embeds SWD accommodations, modifications, and instructional strategies that support  students’ needs.||2021-06-17||2021                
30664490000000|Brea-Olinda Unified|7|BOUSD primarily monitors student access to a broad course of study by leveraging enrollment information and demographics via Aeries, our Student Information System (SIS). Student progress is monitored via Local Assessments, State Assessments, PLCs, Leadership Team discussions, Student Support Team meetings, Parent Conferences, Grade Level and Department Meetings, and more.|All BOUSD students have access to, and are enrolled in, a broad course of study in accordance to the services and/or supports that are required by law. All course paths aim for students to meet A-G criteria and college career readiness. Monitoring of student performance and student enrollment in a broad course of study, specifically within student groups has become an area of focus, in our commitment to ensure equitable access for all students.|Some of the identified barriers that prevent BOUSD from providing access to a broad course of study for all students are: Limited resources when it comes to Support Personnel and a need for growth in the development of Tier I interventions.|In response to the locally selected measures, and our identified challenges, BOUSD's new actions include hiring additional Counselors at the site level to provide academic outreach, support and guidance. BOUSD has also been laser focused in strengthening our Tier I practices, building capacity amongst teachers and developing an action plan to ensure long-lasting growth and success.||2021-11-18||2021                
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 6-8, the District reviews the middle school master schedule.  All middle school students are required to take English Language Arts, Mathematics, Science, History, Physical Education, and an elective.  In addition, English Learners are required to take an English Language Development course.  Students with exceptional needs are placed into least-restrictive environments as per their Individualized Education Plan allows and have access to all courses.    At the elementary schools, grade level or individual classroom schedules are reviewed by site principals to ensure that English 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 daily, 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 placed into least-restrictive environments as per their Individualized Education Plan allows and have access to all courses.|All students participate in core courses of study including English Language Arts, English Language Development, Mathematics, Science, Social Science and Physical Education. Each school site offers a unique Passion program where students/families have the option to select the site to attend based on the passion program they want to pursue. These programs include: STEM, VAPA, AVID, STEAM and Digital Arts.|At the middle school, one barrier to course access is providing electives for students taking specialized courses, such as English language development or intervention courses.  To remove the barrier, the schedule was changed to a block schedule for the 2021-2022 school year so that students have an opportunity to take an additional elective/passion classes.    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.|As noted above, at the middle school the schedule was changed to a block schedule for the 2021-2022 school year so that students have an opportunity to take an additional elective/passion classes.     For elementary, there is continued emphasis to integrate core subjects into enrichment activities such as field trips and school-wide assemblies.||2021-10-11||2021                
30664640000000|Capistrano Unified|7|The District identified a-g completion rate as the measure for access to a broad course of study.|There was a significant gap for some student groups including: English learners (10%), students with disabilities (13.3%), foster youth (14.3%), and socioeconomically disadvantaged (38.4%). Further analysis with current data indicates that English and math are the two highest areas that prevent students from meeting a-g completion.|Many students meet graduation requirements but may earn a grade of D.|Staff are working to support students to get a C or above which will count towards a-g completion by implementing the following actions: • additional sections for academic intervention • summer school • MTSS Specialist • elementary intervention and lower class size • credit recovery • D and F analysis to get back on track • AVID • Irvine Math training for Algebra, Algebra II and Geometry • lower class size in secondary in English and math||2021-06-16||2021                
30664640106765|California Connections Academy Southern California|7|Course offerings are evaluated each year to ensure staff credentials are best utilized and student interest and need are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class period or to specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has also begun the implementation of an internal credit recovery program called Project Success. During the 2019-2020 school year, historically at-risk high school students passed an average of 75% of their classes in the Project Success program. During the 2020-2021 school year, the average pass rate has increased to 86.3%. These early successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization ran its own in house summer school program for the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. We had a 77% pass rate and an 85% summer graduation rate for those in their last year of high school.|This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.|While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.|For the 2021-2022 school year, the high school electives department and counseling developed a new course request tool. The purpose of this tool was to ensure that all students were able to see all elective course offerings during their spring registration period. Great care was taken to ensure all courses appeared on the tool prior to the spring registration period.|California Connections Academy (CalCA) schools are online charter schools. The broad course of study offered is outlined in the school charter. Through the online instructional delivery model, students have a very wide range of options for coursework. They are able to access a course of study that addresses their individual needs in a personalized manner, ranging from remedial to advanced options. All high school students have access to a very wide range of UC a-g approved coursework, including many Advanced Placement courses. Because of  the nature of online instruction and the use of the school’s Educational Management Platform, demographic, geographic and socioeconomic factors do not create the same barriers for accessing the school’s broad course of study as they might in some traditional public schools.|2021-06-22||2021                
30664640123729|Community Roots Academy|7|Community Roots Academy (CRA) is a WASC-accredited public school serving approximately 756 students in grades K-8 with the following student demographics: 70% White, 14% 2+ Races, 8% Hispanic, 6% Asian, 1% African American, 12% Students with Disabilities (SWD), 3% English Learners (EL), and 9% Socioeconomically Disadvantaged. Currently, CRA does not have any students enrolled and identified as Homeless youth or Foster Youth.  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 to be who they want to be and excel to their fullest potential. CRA provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of CRA’s educational program.   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 & individuals with exceptional needs, which include master schedule, student course schedule (semester), report cards, student-led conferences, & parent/conference reports. Principals verify this during classroom observations & 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 Community Roots Academy, 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 have access to the following electives/enrichments: Music (K-5), Art (K-5), Library (K-5), Typing (K-5), Digital Media (6-8), Drama (1-8), Beginning Orchestra (K-5), Choir, Dance, Technology (6-8).  During the Advisory course, students and their Advisor also review academic grades, course enrollment, and academic progress and discuss the high school courses they will need to enroll in to meet UC A-G requirements. CRA will incorporate elements of TLC (former course) during the Advisory course. TLC aims to empower all teens with a positive mindset and enable them to cope with crises, adversity, and difficult decisions effectively. 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.||2021-06-21||2021                
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 Aeries, iReady diagnostics, and other data sources 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, physical education, and Science. Additionally, all students  have access to courses in world language, 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, the 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  the use of multiple intelligences, which are both a focus of our current professional development plan|Increased professional development for teachers in developing an Multi-Tiered System of Support (MTSS) framework, mathematical practices, differentiation, and  multiple intelligences.  Six-week, rotating intervention classes and opportunities at each site have been added to ensure that all students have access to rigorous curriculum and state standards. Additionally, weekly STEAM classes will be provided to all students in grades K-5, and a STEAM elective will be available on the elective wheel for grades 6-8.||2021-06-24||2021                
30664640140061|OCASA College Prep|7|All students have access to a broad course of study at OCASA.  These courses include ELA, Mathematics, Science, Social Science, Physical Education, Project Lead the Way Electives, and Spanish (8th/9th Grade). All core courses are aligned with California state standards and curriculum/instruction supports these standards.  Student access is provided via one-to-one Chromebooks.  Curriculum has translation abilities built into the platform for students who are Spanish speakers. Access is tracked through the Summit Learning Platform data page.|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.|There are no barriers to providing a broad course of study for all students.|OCASA will continue to provide a broad course of study to students and will be adding additional coursework as the student population grows.||2021-06-15||2021                
30664646117758|Journey|7|As a charter school, Journey's charter document outlines the various courses of study that are offered at Journey.  The charter document coupled with our master schedule of classes and intervention/support schedules are tools that we use to track the extent to which all students have access to, and are enrolled in, a broad course of study.|As a charter school we offer ALL students access to a unique and broad course of study, rooted in the core principles of public Waldorf education.  Rigorous math and ELA classes, science classes, history, gardening and nature studies, physical education, cooking, practical arts, visual arts, music and theater are among the many class offerings available for ALL students.  ELD, small group reading classes, special education supports, strategic academic intervention classes are courses available to unduplicated student groups and students with exceptional needs.|The largest barriers are ensuring that we have qualified staff members to lead a variety of courses.  Beyond staffing, there is an obvious financial barrier in providing such a well rounded education given limited funding coming from state and federal sources.  As a result, we focus a great deal of energy in fundraising to support the amazing programs at Journey School.|We will continue to prioritize and offer a well rounded education at Journey School and we are investigating strategies and programs so to bring a well rounded foreign language program onto our campus.||2021-06-22||2021                
30664646120356|Opportunities for Learning - Capistrano|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.  We continue to allocate resources towards teacher professional development.The Student Activity Workbooks are created by the curriculum team to ensure that all curriculum is aligned with the Common Core standards. As of the 2020-2021 school year all high school English, Math, and Science courses have been aligned to the CCSS and NGSS.OFL Capistrano also has online courses, which are facilitated by teachers through the Edmentum LMS platform. Through this digital platform, students have access to over 200 core and elective semester courses. 92% of the offered high school core courses are UC A-G approved and 94% of all courses 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 curriculum through the Edmentum LMS platform. All Core subjects are A-G approved curricula. 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. 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, Achieve 3000 courses, and the iLit ELD Curriculum. RTI curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards.|Pre- pandemic,access to chromebooks and hotspots often become barriers to our students who are wishing to take Edmentum courses but do not have them. This barrier was exacerbated during the initial shift to distance learning as the school had to procure multiple devices and secure connectivity for some students when supply was low. Although the school ultimately was able to procure the necessary devices to continue offering courses to its students, not all students wanted to transition to the digital curriculum as they preferred the paper curriculum version instead or disengaged from the academic program during this time.  Pre-pandemic social-emotional barriers, such as anxiety and depression limited the students' desire to access all OFL Capistrano resources.  OFL- Capistrano saw an increase in social-emotionally attributed barriers caused by or exacerbated by the pandemic that keep students from accessing the full academic program.|OFL Capistrano was able to expand on some existing programs and implement some new interventions and resources, as it determined student interest and/or needs. Additionally, OFL Capistrano made the full transition to the Edmentum LMS.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements.  Also, Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses. The Curriculum Department released some new courses in the past two years, many of which resulted in further alignment to the CCSS and NGSS.  And finally we were able to fully implement the ELD intervention program, iLit.||2021-06-14||2021                
30664720000000|Centralia Elementary|7|The Centralia school district is using a daily schedule, aligned to the state’s instructional minute time guidelines, to ensure all students have access to and are enrolled in a broad course of study.  Additionally, the local benchmark assessments and the standards-based report card are used to track the implementation of a broad course of study.|Based on our elementary setting, all teachers are credentialed with the appropriate multiple-subject credential to meet the needs of students and access to a broad course of study. Our elementary programs are multi-disciplinary and integrated.|There are no barriers identified that prevents our students to access a broad course of study.|Centralia school district will continue to utilize our local measures to ensure access to a broad course of study.||2021-10-13||2021                
30664800000000|Cypress Elementary|7|All students in the Cypress School District have access to and are enrolled in a broad course of study. Our district annually reviews 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.|All students in the Cypress School District are enrolled in a broad course of study. Our course of study for students in Transitional Kindergarten through grade 6 include Language Arts, English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Access is assured for all students including the unduplicated student population. Students with special needs are provided a program with the least restrictive environment.|There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|The Cypress School District has a rich history of providing services to a diverse student population. Our staffing has continually grown from within with a mature and highly skilled teacher population. We have an overall high achievement rate and continue to focus on closing achievement gaps through targeted intervention provided by qualified certificated staff.  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 while meeting the academic, social-emotional, and behavioral needs.||2021-06-10||2021                
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-based initiatives, programs and needs that may include, but are not limited to, academic 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.  Students identified as needing intensive intervention at each school have access to ELA and/or math Response to Intervention (RtI) teachers.  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, behavioral, and social success.  All schools provide students with mental health services when necessary. Mental health support has been expanded at schools with the greatest needs. 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, and this program has increased access to all schools by expanding the type of categories (e.g. Visual and Performing Arts) within which students can qualify.  In addition, we offer TK and two K-6 schools offer Dual Language Immersion programs in Spanish.|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 have been added and extended to ensure that more students have access.|During COVID, Fullerton prioritized ensuring that students had access to a broad course of study by continuing to offer courses students would have access to under normal learning conditions.  We modified courses and developed innovative solutions for Distance Learning, home school, in-person learning and hybrid learning as early as October 2020 to help ensure all students had access to a broad course of study.|2020-05-11||2021                
30665140000000|Fullerton Joint Union High|7|The District uses several tools to evaluate the extent to which all students have access to, and are enrolled in, a broad course of study: The master schedule is reviewed to make sure all students have access to honors, AP, IB, and CTE courses.    DataQuest is used to support analysis of the master schedule to determine the balance between male and female students in all classes.  Aeries is the District student information system and it is used to determine the extent to which unduplicated student populations are enrolled in a broad course of study.  Individual Education Plans (IEP) and 504 plans are reviewed to make sure students with special needs are offered a free and appropriate public education in the least restrictive environment and mainstreamed when appropriate to the student’s developmental needs.|Utilizing the locally selected tools, the District has determined that all District students are enrolled in a broad course of study that varies according to students’ unique learning needs:  Students who, by reason of their unique learning needs and who are not on a diploma track, still take a variety of courses that address the various core academic areas in a functional environment as detailed in their IEP.  English learners (EL) who, by reason of their temporary acquisition of English being less than fluent English proficient, still take all courses required for graduation but are further supported through English Language Development elective courses.  Students who, by reason of their disability, are unable to perform the physical requirements of some courses, still have access to facilities and equipment that will allow them to perform, with adaptive equipment, a broad course of study.|There remain some facilities in the District that are inaccessible to students with physical disabilities.  Sufficient staff to work directly with EL students and parents to accelerate the acquisition of English with the goal of getting students redesignated as fluent English proficient.|The District has renovated old buildings to provide access to students under ADA regulations. The District has hired four teachers on special assignment (TOSA) to, among other related goals, increase the speed at which EL acquire English so that they may be redesignated as fluent English proficient and be mainstreamed in their classes as soon as possible.||2020-06-23||2021                
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.  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 a student information system, course audits 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, students are provided with a rigorous and supportive academic experience that motivates all learners to meet high expectations.  In secondary schools, all students are encouraged to complete a course of study that meets the a-g subject requirements, to meet UC/CSU eligibility.  The Course Catalog lists all the courses offered in GGUSD secondary schools: https://www.ggusd.us/departments/7-12-instruction/course-catalog/  High School Graduation Rates:  GGUSD graduation rates continue to exceed state and county averages.    California: 82.3% (2015); 83.8% (2016); 86.7% (2017); 87.3% (2018); 88.1% (2019); 87.6% (2020) Orange County: 90.0% (2015); 91.0% (2016); 88.8% (2017); 89.9% (2018); 90.4% (2019); 91.2% (2020) GGUSD: 91.8% (2015); 92.2% (2016); 91.7% (2017); 90.4% (2018); 92.7% (2019); 94.0% (2020) *In 2017 the state began using a new methodology for calculating graduation rates (4-year adjusted cohort).  UC/CSU Entrance Completion Rates (a-g subject requirements): Most courses in GGUSD are a-g eligible. English Learners 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 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.|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 has developed 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 Strategic Plan Survey.||2021-10-05||2021                
30665300000000|Huntington Beach City Elementary|7|HBCSD 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 Aeries Student Information System (SIS) using various reports and data summaries for this purpose.|The only variances in student access to a broad course of study are noted when a student has need and recommendation for enrollment in an intervention program or specialized course based on specific Individualized Education Plan (IEP) goals or English language development goals.  Students learning progress in specialized courses are carefully monitored and course placement is adjusted as needed based on individual student needs, and, in collaboration with parents/guardians.|As a LEA, 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.  In addition, 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.|Middle schools are offering an additional period for students to offer electives so that students have both intervention/support course and access to a broad course of study.||2021-06-22||2021                
30665480000000|Huntington Beach Union High|7|a. UC/CSU ‘a-g’ subject 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 j. Seal of Biliteracy k. Golden State Seal Merit Diploma|HBUHSD remains focused on improving access for all students to a broad course of study. In the summer of 2021, 976 students enrolled in College Credit Courses with 92% passing with a grade of 'C' or better, thus earning college credit. The number of students taking Advanced Placement Exams in 2019-20 was 3,504. With 6,688 AP Exams given, our AP pass rate was 75.4%. 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 2019-20 four-year cohort graduation rate was 93.9%  for all students. All six comprehensive high schools achieved a graduation rate of 92.8% or higher.  All identified student groups achieved a graduation rate of 90.5% or higher.  We remain focused on preparing all students to qualify for and succeed in baccalaureate degree programs and certificated or career training.|a. Homework and grading practices  b. Need to identify and provide early interventions for all students  c. Concurrent college credits not consistently included on transcripts d. Career Technical Education (CTE) marketing and awareness  e. Reaching all subgroups including English learners, Students with Disabilities, and low-income students|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 f. Districtwide diversity, equity, and inclusion (DEI) initiative  g. Refine the needs assessment data review and school planning guidance for sites||2021-06-08||2021                
30665550000000|Laguna Beach Unified|7|The measures and tools used to track the extent to which all students have access to a broad course of study include course enrollment numbers, course completion data, Career and Technical Education (CTE) pathway enrollment, and CTE pathway completion reports. Additional metrics include Advanced Placement (AP) course participation, AP Exam student performance results, percentage of UC-eligible graduating seniors, CA College and Career Indicators, percentage of students earning early college credits, and percentage of students receiving the State Seal of Biliteracy. Significant student groups, including students with exceptional needs, students who are English Learners, and students from economically disadvantaged homes are prioritized when designing site master schedules, providing additional personnel to provide academic support within classrooms, and developing school plans for student achievement in collaboration with parents, teachers, specialists, counselors, classified staff, administrators, English Learner Teacher on Specialist Assignment, and CTE Coordinator, focused on equity and access.|All LBUSD elementary students have access to specialist teachers in world languages, reading and math intervention, science, computer science, music, and physical education. At the secondary level, 100% of students have access to electives that include visual and performing arts, Career Technical Education, STEAM, leadership, and world languages. The High School offers a rigorous and robust course of study, including 40+ elective classes,  25+ CTE electives, 40+ Advanced Placement and Honors courses, and five dual enrollment classes.  The Middle School provides students access to an exploratory elective wheel, visual and performing arts classes, physical education, world languages, and leadership courses.   All students enrolled in LBUSD have access to instructional materials aligned to state standards and curriculum frameworks. Nearly all graduates attend post-secondary schools. The Class of 2021 High School graduation rate is 98.3%, and 79% of graduating seniors met UC A-G requirements. Of the LBUSD graduates, 63% passed at least one AP Exam, 39% earned the State Seal of Biliteracy, and 17% completed a CTE pathway. 2020-2021 showed an increase in the number of AP/Honors course enrollments and the number of World Language enrollments. LBUSD will continue efforts to increase the number of students with disabilities, English Learners, and economically disadvantaged students in Honors, AP, college-level, and CTE courses through outreach and student engagement initiatives.|Laguna Beach Unified has not identified any barriers preventing the District from providing access to a broad course of study for all students. A focus area for the District will be to implement evidence-based, multi-tiered systems of support across all grade spans, emphasizing academic, behavioral, social-emotional, and college and career readiness support, to increase the number of students meeting or exceeding grade-level expectations. Through the integration of cohesive, aligned, supplemental, and targeted interventions, the number of students accessing advanced coursework, A-G classes, and CTE articulated courses will ideally increase as a result of improved academic and readiness skills. The addition of specialized staff to address the specific and unique needs of students who are English Learners will assist to accelerate English language development, proficiency, and academic achievement for this student group, currently evidencing a performance gap. Additional school counselor outreach efforts will encourage enrollment in Honors, AP, college-level, and CTE courses for students who are English Learners students with disabilities, and students from economically disadvantaged homes to further promote equity and access across secondary college and career pathways.|Laguna Beach Unified will continue collective efforts to ensure all students access a broad and rigorous course of study. District committees will continue to update curricular materials to align with state standards and to provide a coherent progression of skill development in all courses of study. LCAP stakeholder groups agree that learning activities across school sites and grade levels are engaging, challenging, and meaningful, specifically in the areas of college readiness, VAPA course offerings, and Advanced Placement and UC-approved class options. Stakeholders identified areas of focus as the inclusion of additional career preparation through experiential learning and real-world application, as well as expanding college readiness opportunities and outcomes for students who are English Learners, students with disabilities, and students from economically disadvantaged homes.   Focus areas will be addressed via continued analysis of student data and feedback in conjunction with a collective effort to balance academic learning with career-based skills to ensure relevancy and engagement across all courses. Additional highly qualified personnel will continue to provide added support in the classroom to students who are English Learners and students with exceptional needs to ensure equity and access.||2021-06-24||2021                
30665630000000|La Habra City Elementary|7|LHCSD examines each school site’s Master Schedule and utilizes AERIES (student information system) to annually track the extent to which all students have access to a broad course of study including VAPA and STEAM electives in our elementary and middle schools.  All students, regardless of ethnicity, language ability or special needs are provided the same access.  For World Languages, 34% of elementary students and 43% of middle school students are enrolled in a World Language.  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.  Career Technical Education electives are available at both middle schools.|Currently, ongoing 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 lack of ongoing funding, foreign language is currently only offered at two elementary schools and both middle schools.   Another barrier is a shortage of substitutes to provide training  to teachers in Career Technical Education (CTE).|LHCSD will address CTE through the Strong Workforce Program Grant during the 2021-2022 school year.  Each school site has a magnet focus that will be expanded on to include career and technical education and provide clarity on what it means to be “future-ready.”||2021-06-10||2021                
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 (when full-time instruction is in place; adjusted temporarily during distance/hybrid learning during COVID-19 pandemic): 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 ongoing to support students with exceptional needs in inclusive general education settings, beginning in preschool.||2021-06-24||2021                
30665970000000|Newport-Mesa Unified|7|NMUSD measures and tracks the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, and on unduplicated student groups and individuals with exceptional needs served. Outcome data includes: •	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. Elementary students access PE and science through both their teachers-of-record and additional instruction provided by PE and Science Specialists. Music instruction is provided by Music Specialists. English learner students receive 30 minutes (or more) of Designated English Language Development according to their proficiency levels. The remainder of instruction is with English only and Reclassified Fluent English Proficient peers with regular, ongoing access to and enrollment in the broad course of study. For students with an IEP: Students with mild-moderate disabilities are included in classrooms with their age-level peers according to NMUSD’s inclusive practices. Students with moderate-severe disabilities are provided a broad course of study through Unique Learning System (a complete, standards-aligned functional curriculum for students with significant disabilities) in an appropriate setting designated by their IEP. Secondary: The default secondary program is aligned to A-G requirements and meant to satisfy both graduation and college eligibility requirements. 2019- 20 Graduation Rates: District: 91.2%; English learners: 84.1%; Low-income: 91.2%; Students with disabilities: 79.3% Students Meeting UC/CSU Requirements (A-G Requirements): All graduating seniors: 49.9%; English learners: 19.8%, Low-income: 36.5%, Students with disabilities: 16.8%|Barriers preventing the district from providing access to a broad course of study for all students include: •	Limited options for students with multiple F grades to make up failed core courses present challenges for some students to meet prerequisites for subsequent courses. •	Inconsistent access to during-the-day reading/writing and math intervention. •	Varied grading and homework practices throughout the district. •	Students who have recently arrived to the U.S. schooling system with gaps in educational experience need additional, intensive instruction in basic English skills. These students have limited access to understanding the content delivered in core courses.|NMUSD has built the following into its 2021-22 LCAP: • Continue to provide a broad course of study as the default program for elementary students. • Continue to provide an A-G aligned course of study for secondary students. • Continue to provide CTE pathways that lead to a certificate and meet high levels of college and career readiness.  • For students who struggle in reading and mathematics, continue to provide tutorial support at the secondary schools in a variety of in-class and center-based formats, as well as summer remediation and enrichment. • To the extent possible, provide multiple intensive classes of Designated English Language Development and reading for secondary students new to the country. Also provide access to content area courses (delivered in English) using scaffolds and supports known as an Integrated English Language Development approach.  • Continue to explore scheduling options for English Language Development Levels 2 and 3 to deliver English language arts and Designated English Language Development courses in tandem.  • For students with an IEP, continue to refine 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.  • Continue to schedule consistent collaboration between general education and special education teachers.||2021-06-22||2021                
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, which 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 Program (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. Inventory is taken at the beginning of each year to ensure that all Special Education staff has access to core instructional materials, with the exception of our moderate/severe population who require 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.||2022-06-21||2021                
30666210000000|Orange Unified|7|Orange Unified School District (OUSD) has made considerable strides in implementing the state standards, instructional frameworks, assessments and best practices. As a district of excellence, we have committed a multitude of resources to the following areas: College & Career Readiness, education support systems, engaging learning approaches, equitable student access, and excellence in academics and leadership. OUSD utilizes a variety of measures to track implementation of state academic standards and ensure access/enrollment in a broad course of study.  Our goal is to increase the following for all students and sub groups: professional development focused on identified needs, SBAC performance, students meeting A-G requirements, CTE pathway completion, growth on local assessments, surveys of stakeholders, Expository Reading and Writing Courses (ERWC), AP/IB class completion, dual enrollment, co-teaching sections in secondary and inclusive learning in elementary, visual and performing arts participation, instructional rounds, and various focus groups’ input. Professional development plans are based on data to help teachers and administrators increase student performance for all subgroups.  Professional development focused on co-teaching, assessment, AVID, the needs of students with disabilities, mathematics, science, writing, social emotional learning, equitable access for all, cultural relevancy, counselor best practices, and more.|OUSD places a great emphasis in ensuring that all students are engaged in rigorous, relevant learning that prepares them for post-secondary success.  Based on data from the above noted measures, OUSD students have access to, and are enrolled in, a broad course of study.  Due to a 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 classified Career Technical Education (CTE) Pathway Completers from 427 in 2016-2017 to 850 in 2019-20, access to new CTE pathways, Early College Academy at Orange High School, AVID at all school sites, 616 dual enrollment courses completed in 2019-2020, wide variety of AP course offerings, expanded Inclusive Schooling, and Olive Elementary designated as AVID Showcase school. Our greatest areas of need include the following: access for students with special needs to rigorous core curriculum and aligned interventions and strategic targeted interventions in Mathematics for all students. We are addressing these needs.  For example, we have increased co-taught sections and support for these courses.  Teachers have received training and support to meet the needs of all students. All levels have been working on differentiating instruction to meet individual student needs in a Multi Tiered System of Supports.|OUSD believes that barriers are merely challenges that once conquered will lead to academic, social, and emotional growth for all. A challenge that has been identified is that of a “Fixed Mindset.” In regards to Math, we are working to foster a growth mindset so we can develop abilities through effort and hard work.  When you have a growth mindset, you do not give up but instead try new strategies if something does not work. We have also faced the challenge of breaking down systems and structures that may have worked previously yet, are now not what is needed to meet the high expectations of today’s academic standards. We are working towards a 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 seen an increase with students with special needs being included in general education settings with supports. District Instructional Specialists 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 EL 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 by the number of subs needed for full implementation. To address this, OUSD has been offering trainings on non-work days and after work hours.|OUSD is fully committed to meeting the needs of all students through a Multi-Tiered System of Support (MTSS). Reflective, collaborative discussions have helped to refine current practices and programs to ensure that students are provided with a comprehensive, integrated and aligned system of support. The OUSD EDGE provides Excellence in academics and leadership, Dedicated & engaged communication, Genuine wellness & safety, and Effective utilization of fiscal capital. We are providing students the opportunities to acquire information, demonstrate knowledge, and engage with content in an inclusive learning environment that supports the needs and celebrates the strengths of all students. OUSD is working to foster a growth mindset in mathematics through high quality professional development and coaching support.  Teachers received professional learning in academic discourse and formative assessment. Through academic discourse students interact with content and collaborate, so they can better understand and be able to communicate their learning.  Teachers use professional learning communities to analyze data, align curriculum, design instruction, and reflect on instruction. Co-taught classes allow special education students full access to rigorous, relevant, standards-based curricula. We have also put great focus on the need for all teachers to implement small group instruction to fill the identified gaps in learning.  Our goal is high achievement for all students.|In OUSD, we also invest our resources into Instructional Specialists and Teachers on Special Assignment as content experts to assist our instructional staff in utilizing best practices that meet the needs of all of our students in every content area.  As a district, we are committed to providing our students with the access to and achieve success in a broad course of study so that  they can have a competitive edge as a leader in our society.|2021-06-03||2021                
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.|Students in elementary schools receive a broad course of study in all content areas. Instructional times vary by content areas, with the exception of PE, where students receive 200 minutes every two weeks. At the middle schools, honors courses have increased (+ 41 sections) from 16-17 to 19-20.  Although the total rose, Tuffree Middle declined by 7 sections from 18-19 to 19-20.  In 17-18, there were no World Language classes at one of the middle schools. This was remedied in 18-19 (+1 section). In 19-20, two more sections were added. Access to middle school Visual and Performing Arts (VAPA) has declined districtwide by 7 sections during the past two years. This decline has impacted Unduplicated Pupils (UPs) by -449 students. Low-income middle school enrollment increased in AVID (+45 pupils) and World Language (+43 pupils) courses. The high school level showed an increase in sections for CTE (+22); A-G offerings (+37); and VAPA (+9). All other content areas remained static.  It was further noted that the UP enrollment increased by 10% or more: VHS (+153 in AP courses); EDHS (+60 in CTE courses); EHS (+140 in CTE courses); VHS (+88 in CTE courses); EDHS (+89 in VAPA courses); EHS (+59 in VAPA courses); and ECRHS (+84 in A-G courses). There was a decline of 10% or more UP enrollment at ECRHS (-180 in CTE courses). The UP enrollment in the IB program has declined for the past four years, even though the number of sections grew (+10) for this same time period.|The decline of VAPA course offerings from 2018-19 to 2019-20, at the middle school grade span,  inhibits access to this content area.  However, it appears that with the additional VAPA offerings at the high school level, students are accessing courses for this content at a wider scale than in previous years.  It was noted that students at the high school level with impacted schedules have more limited options when choosing from the available course offerings. Furthermore, pupils not enrolled in Algebra 1 by the ninth grade have more limited access to available courses when compared to their peers who are enrolled in Algebra 1 by their freshman year.|PYLUSD will examine the following practices and activities to promote enrollment to ensure a broad course of study across all student groups: (1) Implement alternatives for students with impacted schedules, (2) Continue offerings of world language at all middle schools, (3) Monitor UP enrollment in the IB program, (4) Discuss the addition of additional VAPA sections at the middle school level, and (5) Bolster math instruction to prepare students to enroll in Algebra 1 by ninth grade.||2021-06-22||2021                
30666700000000|Santa Ana Unified|7|SAUSD uses the following tools and data points to track the extent to which all students have access to a broad course of study. Data are collected and analyzed with all school sites and district level via data chats and department data dives. SAUSD school counselors and site/district administrators track student access to broad courses of study and individual student needs: -Transcript Evaluation Course analysis  -Master schedule -Course Catalog -High School Individualized Four-year Plans to ensure that students fulfill graduation/A-G requirements -CCGI College and Career Planning Tool -State reporting tools.  -Graduation rate -AP, IB, College credit bearing courses and A-G enrollment & completion rates  -National Student Clearinghouse Postsecondary Enrollment Data -Reclassification rates and criteria to indicate EL progress and access to core program -English Learner data including the English Learner Progress Indicator (ELPI), English Learner Graduation rate and English Learner -A-G completion, AP, GATE and dual enrollment participation  Student access to a broad course of study is supported through cross collaboration between all Ed Services departments through: -Highly qualified staff supported with professional development in each subject area -Family education about program offerings -Recruitment and retention activities -Articulation of K-12 programming and pathways -Clearly identified pathways -Daily schedules to indicate access to Designated ELD for English Learners|All schools offer the minimum course requirements required by CA Ed. Code through a CA standards-aligned broad course of study for all TK-12 grade students. All high schools offer a broad course of study with courses that meet graduation and A-G eligibility requirements.  Differences among school sites are identified through: -SPSA - to identify barriers that limit access for students & enact specific programs to support academically disadvantaged students. -ATSI, CSI improvement plans - to determine needs for identified schools and student sub-groups.  Students with disabilities, English Learners (ELs), and students receiving Tier 2 and 3 intervention have access to a variety of educational and academic options to support their learning. All ELs receive both integrated and designated ELD to maximize core content access and support language development and core curriculum access. Newcomers receive intensive language development to rapidly acquire English and are supported within cohorts with bilingual aides and primary language support. Long Term ELs receive intervention to “catch up” and access core content.  SAUSD works with community colleges to expand core academics, CTE pathways and VAPA courses. Secondary students may pursue 40 unique pathways. SAUSD course enrollment practices and individual academic planning increase honor and AP course access for underrepresented students. SAUSD counselors support the implementation of dual enrollment to expand offerings to students.|Master Schedule constraint, including compacted schedules for 10th grade students, impact school site offerings including  school day targeted intervention, credit recovery courses, and elective course options for special populations. Creative strategies within the master schedule need to be addressed so that all students access a broad course of study while also benefiting from intervention support services.   Additional barriers include the availability of teachers with CTE designated subjects credentials to support programs, competing programs such as AVID and electives, and academic support pullouts that reduce students’ access to electives.|SAUSD plans to implement the following new actions to ensure access to a broad course of study for all students:  -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.  -Expand staffing in curriculum and program specialists, teachers, instructional coaches and support staff to support the implementation of standards-based instruction in all content areas to ensure academic success.  -Provide professional development to AP course teachers in the area of accommodations and UDL to better support students with IEP’s and increased access to AP examinations.  -Increase access for students with IEPs to complete Career Technical Education pathways and pre-employment training and skill sets to transition from high school to post-secondary options. -Increase the opportunities for students with IEPs to access college credit courses and successfully complete them with a grade of C minus or better and inclusion, as appropriate, in the Seal of Biliteracy Program.||2021-10-12||2021                
30666700101626|Edward B. Cole Academy|7|Edward B. Cole Academy is a WASC-accredited tuition-free charter school that serves approximately 402 students in grades TK-5 with the following demographics: 97% Hispanic, 8% Students with Disabilities (SWD), 54% English Learners (EL), 0.2% Foster Youth (FY), 0.2% Homeless Youth (HY), and 88% Socioeconomically Disadvantaged (SED).  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 Edward B. Cole Academy (EBCA), all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in: Art (K-5), Coding (3-5), Dance Team (K-5), Band (K-5), and Cheer (K-5). 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.|Edward. B. Cole Academy strives to provide an educational environment that is both safe and professional.  Our teaching staff is dedicated to providing the best educational experience to our students.  They prepare lessons that encourage students to set high goals for themselves as well as assist students in attaining those goals.  Our community of stakeholders promotes academic excellence in our school.  Our students desire to make a difference in their community because we place an emphasis on giving back to our communities.  Our parents are an integral part of our school community also in that they are and will always be our student's first teachers.|2021-06-28||2021                
30666700106567|Nova Academy Early College High|7|Locally selected measures/tools include course selection presentations for each grade level, one-on-one counselor meetings, student scheduling within A-G classes aligned with graduation requirements, English Language Development support classes for EL students at each grade level, Special Education academic support classes, and Dual Enrollment classes via the College Opportunity program.|Students have consistently been enrolled in A-G coursework, tracked on an ongoing basis via Aeries SIS. Students may select from college prep, honors, and/or AP courses.|CTE programming is offered indirectly through community college dual enrollment. Due to the relatively small student count, a comprehensive onsite program has proven logistically and fiscally challenging to implement.|The LEA will continue providing information to parents and students regarding Broad Course of Study options via afterschool Parent University event programming and Academic Counseling presentations.||2021-10-14||2021                
30666700109066|Orange County Educational Arts Academy|7|Student course enrollments and schedules are entered in the PowerSchool Student Information System.|All students at OCEAA have access to, and are enrolled in, the school's core Two-Way Bilingual Immersion (TWBI) and Arts program. In grades TK-8, English learners, Spanish learners, and students with disabilities learn all core subjects together in heterogeneous classrooms. This includes Academic English Language Development in grades TK-2, an identified best practice for 90:10 TWBI programs. In grades 3-8, EL's receive ELD instruction during protected learning time, ensuring they do not miss core instruction. For Special Education, a push-in service delivery model is used to ensure students with disabilities are included in core instruction.|The LEA provides access to a broad course of study for all students.|NA||2021-10-13||2021                
30666700135897|Advanced Learning Academy|7|ALA uses the following tools and data points to track the extent to which all students have access to a broad course of study. Data are collected and analyzed with all school sites and district level via data chats and department data dives. ALA school counselors and site/district administrators track student access to broad courses of study and individual student needs: •	Transcript Evaluation Course analysis  •	Master schedule •	Course Catalog •	High School Individualized Four-year Plans to ensure that students fulfill graduation/A-G requirements •	CCGI College and Career Planning Tool •	State reporting tools.  •	Graduation rate •	AP, College credit bearing courses, and A-G enrollment and completion rates  •	National Student Clearinghouse Postsecondary Enrollment Data •	Reclassification rates and criteria to indicate EL progress and access to core program •	English Learner data including the English Learner Progress Indicator (ELPI), English Learner Graduation rate and English Learner A-G completion, AP, GATE and dual enrollment participation Student access to a broad course of study is supported through cross collaboration between all Ed Services departments through: •	Highly qualified staff supported with professional development in each subject area •	Family education about program offerings •	Recruitment and retention activities •	Articulation of K-12 programming and pathways •	Clearly identified pathways •	Daily schedules to indicate access to Designated ELD for Englis|All schools offer the minimum course requirements required by CA Ed. Code through a CA standards-aligned broad course of study for all 3-12 grade students. All high schools offer a broad course of study with courses that meet graduation and A-G eligibility requirements. Differences among school sites are identified through: •	SPSA - to identify barriers that limit access for students and enact specific programs to support academically disadvantaged students.  Students with disabilities, English Learners (ELs), and students receiving Tier 2 and 3 intervention have access to a variety of educational and academic options to support their learning. All ELs receive both integrated and designated ELD to maximize core content access and support language development and core curriculum access. Newcomers receive intensive language development to rapidly acquire English and are supported within cohorts with bilingual aides and primary language support. Long Term ELs receive intervention to “catch up” and access core content. ALA works with community colleges to expand core academics, CTE pathways and VAPA courses. Secondary students may pursue 40 unique pathways. ALA course enrollment practices and individual academic planning increase honor and AP course access for underrepresented students. ALA counselors support the implementation of dual enrollment to expand offerings to students.|Master Schedule constraint, including compacted schedules for 10th grade students, impact school site offerings including school day targeted intervention, credit recovery courses, and elective course options for special populations. Creative strategies within the master schedule need to be addressed so that all student access a broad course of study while also benefiting from intervention support services.  Additional barriers include the availability of teachers with CTE designated subjects credentials to support programs, competing programs such as AVID and electives, and academic support pullouts that reduce students’ access to electives.|ALA plans to implement the following new actions to ensure access to a broad course of study for all students: •	In order to ensure students can access a broad course of study, ALA’s Multi-Tiered System of Support will utilize an Early Warning System along with a data dashboard to tailor interventions to address individual student needs.  •	Expand staffing in curriculum and program specialists, teachers, instructional coaches and support staff to support the implementation of standards-based instruction in all content areas to ensure academic success.  •	Provide professional development to AP course teachers in the area of accommodations and UDL to better support students with IEP’s and increased access to AP examinations.  •	Increase access for students with IEPs to complete Career Technical Education pathways and pre-employment training and skill sets to transition from high school to post-secondary options. •	Increase the opportunities for students with IEPs to access college credit courses and successfully complete them with a grade of C minus or better and inclusion, as appropriate, in the Seal of Biliteracy Program.||2021-10-04||2021                
30666706119127|El Sol Santa Ana Science and Arts Academy|7|El Sol Science and Arts Academy uses a wide range of data points to track students' access to a broad course of study. Site administrators, teachers and teacher leaders analyze class-based and school wide data to monitor student progress and access across groups. Administrators monitor enrollment in advanced courses such as geometry, algebra, and advanced English and Spanish. Master schedules are reviewed prior the the beginning of every school year and monitored for changes and adjustments throughout the course of each trimester.   Student achievement and progress is monitored using the following data sources:  STAR Reading and Math Data Benchmark Writing Assessments Progress Reports and Grades English Learner Data (Reclassification and English Learner Progress)|El Sol Academy offers a variety of supports and resources to students in order to support access to a broad course of study. Because El Sol is a single site LEA, all offerings are are uniform throughout the school site. Using locally designed and universal assessments, students in need of intervention and reengagement services, have access to both in and out of school supports. Through a streamlined referral process, students are recommended for additional support every assessment cycle.  Classrooms with students who need additional supports have access to classified staff. Additionally, students who need strategic language support also have access to staff who offer strategic ELD or SLD. All students participate in learning that provides access to core content with embedded supports. All students have access to grade level content, regardless of what subgroup they belong to. This ensures that all students have equitable access to core curriculum. Lastly, El Sol's VAPA team continues to design a broad scope and sequence that embeds many opportunities for language development and strong vocabulary development for all students.|While all teachers are certified to teach in their respective subject credentialed area, one significant challenges has been the limited number of teachers per grade level in middle school. This impacts the master schedule in that all English teachers must focus on teaching English to all 6th, 7th, and 8th grade students, rather than having a grade level or two focus. Nevertheless, this has not directly impacted student access to a broad course of study but rather challenges us in the intensity and frequency of teacher support and release time.|El Sol Science and Arts Academy will continue to work with teachers and teacher leaders in rolling out a universal design for learning approach. Through this approach, we hope to continue to improve our alignment with the special education team and English Learner support leads to ensure that all subgroups succeed. Additionally, the implementation of a site based instructional leadership team will help build teacher capacity and improve the instructional core to a sustainable level of ongoing data driven program improvement.||2021-10-14||2021                
30666960000000|Savanna Elementary|7|All students enrolled in the Savanna School District have access to a broad course of study. The district has established the Standards for Achievement and 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 and in addition each site  administrator performs formal and informal observations in classrooms. Additionally, there are intervention programs across grades K through 6 and supplementals for exceptional needs students. Savanna is in its 5th year 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 has evaluated available science NGSS curriculum. Due to the pandemic, our Science Pilot program was put on hold for two years. We are currently in progress of piloting Science Materials and plan on making an adoption at the end of this school year. Once the new curriculum is adopted, we will begin the process of evaluating and adopting a History/Social Science Curriculum. 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. To address this challenge, we have purchased a SEL program for each teacher to utilize in their classroom this year.|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 already in place. Savanna School District strives to create a learning environment that is equitable for all students to ensure access to a broad course learning opportunities.||2021-10-12||2021                
30667460000000|Westminster|7|Westminster School District uses the following measures and tools to track the stated mandated activities: STAR data, local benchmarks, Williams’s audits, master schedules, teacher credentialing audits, Title II audit, LCAP actions and accompanying metrics, data review each trimester, and programmatic offerings at each of our schools.|Westminster School District uses a variety of data points to assess access and success of our program, including STAR assessments and other local assessments that are site specifics.   WSD students have the opportunity to enroll in a variety of programs that include: base instructional program (ELA, Math, Social Studies, Science, PE, and VAPA), Honors courses, and GATE class sections.  In addition, many of our schools offer specialized programs such as Dual Language Immersion (Spanish and Vietnamese), robotics, environmental science, and AVID.  Progress is monitored by assessing student learning through formative and summative assessments, program enrollment, and program retention.|During the 20-21 school year, only 61% of the students tested proficiency.  The major obstacle has been learning loss due to the limitations of online, hybrid, and in-person instructional models under the pandemic.   On a positive note, all students still had access to the full curricular offerings.  This also saw an increase in the number of students enrolled in our Dual Language Immersion programs.|Our new offerings include instructional interventions to mitigate learning loss.  For the 21-22 school year, each school has been given a full time intervention teacher, additional funds to provide after school tutoring, teacher professional development, additional instructional supplemental materials such as Imagine Learning.  Westminster School District is also working on a plan to bring AVID strategies districtwide, increase parent involvement, and promote specialty programs districtwide.||2021-09-09||2021                
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, K-12 AVID program completion, Visual and Performing Arts Course completions.|The cohort graduation rate for the class of 2020 was 90.9%. In 2019-20, 1,735 students were enrolled in a CTE Pathway, including 1,304 CTE Concentrator, and 453 CTE Capstone. In the 2019-20 school year, there was a 5.6% increase in the number of AP Students (compared to 2018-19); a 10% increase in the number of AP exams (compared to 2018-19); 25.5% of high school students participated in the AP program; and 37.8% of the seniors scored 3 or higher on at least one AP Exam at any point during high school. 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 and services in our current LCAP plan to support access to a broad course of study include: development and implementation of an effective Multi-Tiered System of Supports (MTSS) prevention/intervention program, incorporating support for struggling readers grades with the SV Reads initiative, implementation of iReady Diagnostics in Reading and Math, reading universal screener in grades K-6; 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, and 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 (our virtual academy school and magnet programs); and increasing CTE program completers.||2021-06-24||2021                
30736430000000|Tustin Unified|7|The Tustin Unified School District Board'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 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 a 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.|TUSD is extremely proud of its cohort graduation rate of 95%, which exceeds county and state rates. Students are exceeding high school graduation requirements by completing the rigorous a-g coursework required by UC/CSU systems with 64.8% of high school seniors meeting the a-g requirements. Over the past 4 years, the percentage of high school students taking four years of math classes continues to increase, with 79% of high school students taking 4 years of math and 68% taking advanced math courses. Also indicative of a broad course of study, the percentage of students, especially from underserved communities, taking AP exams and scoring a 3+ continues to rise; in the 2019-20 school year, 4,122 AP exams were taken and the percent of exams with 3+ scores was 78%. Parents surveys indicate that parents appreciate the emphasis on student balance between rigorous academics and connectedness to school through extracurriculars, CTE pathways, arts, and athletics. The expansion of opportunities for students to engage in a broad course of study has paralleled progress on the CA Dashboard report of Academic Indicators (2019 CA Dashboard), where TUSD was able to attain "Green" performance levels on ELA and Math, Suspension Rate, Graduation Rate.|While students continue to be offered a broad course of study amidst school closures, COVID-19 greatly impacted the learning of English Language learners, socioeconomically disadvantaged students, African American, Hispanic, and homeless and foster students. These subgroups experienced a slower growth trajectory on 2020-2021 locally gathered assessment data. The reclassification rate for English Language Learners has struggled over the past two years, with the most recent 2020-21 reclassification at 5%. Some of the contributing factors to this decline are the impacts of school closures and the suspension of the 2019-2020 ELPAC. The graduation rate on CA Dashboard for our African-American students at Orange is below the District performance of Green, and the ELA and MATH Academic Performance CA Dashboard indicators for our Foster Youth are at Red, which is far below the District performance of Green. TUSD has identified a need to increase systemic levels of support for the above-mentioned students.|In response to the findings, increased services and supports will continue or be added to support access to a broad course of study for all students. To ensure student success within the broad course of study offered through Tustin Unified School District for all students, the District is addressing the performance gaps identified through the various measures.  All schools will participate in an organized effort to refine Multi-Tiered Systems of Support during the 2021-22 school years ensuring timely interventions and supports are provided to students in an effort to narrow the achievement gap, ASES after-school tutoring will continue to be made available at all Title 1 schools to support student success, and an emphasis on teacher professional development through Learning Series to provide high-quality instruction for students. Traditionally, the District provides 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. Additionally, English language learners will receive supports through increased instructional strategies and family engagement with the support of our Office of Language Acquisition, newcomer programs, additional supplemental platforms like Rosetta Stone and Lexia English, and ELD instruction.||2021-06-14||2021                
30736500000000|Irvine Unified|7|The District uses the following measures to track the extent to which all students have access to, and are enrolled in, a broad course of study: a. UC/CSU requirements: (68.7%) b. Graduation requirements and graduation rates (97.6%) c. College/Career Readiness (72.8% prepared; 11.6% approaching prepared) d. Career Technical Education Pathway Offerings and Completion Rates (15 Pathways, 3,574 Participants and 810 Completers) e. Visual and Performing Arts (VAPA) opportunities at all levels TK-12 f.  IUSD Annual Survey results|During the past four years, IUSD has focused resources and time on improving access for all students to a broad course of studies that 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 online learning opportunities designed and taught by IUSD staff. The enhancement of CTE pathways at all of our high schools have also increased options for all students in accessing a broad array of courses, not only during the school year but during summer as well.  Expanded CTE exploratory options at middle schools have also allowed middle school students increased access to a broad variety of courses.  Annual survey results show that students and parents indicate that they have access to a wide array of programs.  Approximately 77% of students indicate that they have access to Advanced Placement and advanced classes, ROP, blended learning and electives, athletics, clubs and organizations.|a. Workload and grading practices b. Limited prevention and early intervention programs c. Enrollment size d. Prerequisites to classes e. Impact of COVID-19 on course offerings|-Explore consistent funding of continued actions: -Equal Opportunity Schools (EOS) -Increase and Expand access to Paper, an online 24/7 tutoring opportunity for middle and high school students -Availability of College Readiness courses -District-sponsored PSAT and Pre-ACT testing -Expand flexible learning options such and blended/online learning and dual enrollment  Consider district actions: -Review new graduation requirements to ensure supports are in place for all students to meet the new graduation requirements that begin with the class of 2027 and beyond -Professional Learning Communities explore grading practices, common assessments, prerequisites, differentiation and homework practices.||2021-06-22||2021                
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 an AP passage rate of 84.7%. 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 71.6%.  In the graduation class of 2020, Los Alamitos High School had 40.3% of students qualify for the State Seal of Biliteracy, which was an increase of 3.3% from 2019.  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 19-20 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.  The District has a board goal of every student completing Algebra II by graduation.  In the class of 2020, 79% of students successfully completed Algebra II.  In grades K-5, the District uses Fountas & Pinnell assessments to measure students reading levels.  The F&P 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 low cost bus transportation to students during the school year as well as during summer school.  The District also has 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.  Summer school was not offered in the summer of 2020 due to the Covid-19 pandemic, but has resumed for summer 2021.  To date, summer enrollment for summer 2021 is 13% for K-5, 11% for 6-8 and 15% for 9-12 which is an increase from 2019.|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 and District benchmark 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.|Before the Covid-19 pandemic, the District started piloting ELA materials for students in grades K-5.  Due to the school closures, and hybrid learning in the 2020-2021 school year, the District put this work on hold and will be resuming the pilots in the Fall of 2021 with a mid-year adoption.  In alignment with the ELA adoption the committee is also looking at and embedded ELD program to support English Learners.  The District will also be providing and additional part time staff to assist EL students beginning in the 2021-2022 school year.  The District will also be reviewing and piloting NGSS aligned curriculum in the 2021-2022 school year.  The District has recently approved an ethnic studies elective course for students at Los Alamitos High School. The 2021-2022 school year will be the first year LAHS students will have access to this course, if they choose.||2021-06-22||2021                
31103140000000|Placer County Office of Education|7|PCOE tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access and are enrolled in a broad course of studies.   All secondary students participate in developing an Individual Learning Plan that includes courses needed to support attaining a high school diploma.  Additionally, course enrollment reports developed in the student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For students in grades 7 through 12, a Broad Course of Study is provided. It includes English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, and Career Technical Education. All students receive instruction aligned to California Common Core State Standards and curriculum frameworks and any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. A-G courses are provided through the Cyber High online learning platform to provide a broad course of study and accelerate credit recovery. Several schools provide Career Technical Education courses and opportunities to earn career certifications. Access to core academic content and courses that lead to graduation and success is provided to all students regardless of income, race, primary language, disability, and/or family situation.|PCOE Court and Community schools typically serve students for less than one year. Students are placed in specific programs due to court order, expulsions, probation referral, or voluntarily through the School Attendance Review Board (SARB) process.  The course needs of PCOE 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.|Regularly analyzing enrollment helps to inform PCOE as it makes decisions on course offerings to support Priority 7. PCOE will continue to broaden CTE and enrichment options and support Cyber High to help students meet A-G requirements.||2021-06-17||2021                
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 and are enrolled in a broad course of studies.   All secondary students develop an Individual Learning Plan that includes courses needed to attain a high school diploma.  Additionally, course enrollment reports produced in the student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|All Pathways Charter students in grades 1 – 8 are enrolled in a broad course of studies. The elementary school offers access and enrollment in the seven areas identified as a broad course of studies 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 orders, expulsions, probation referral, or voluntarily through the School Attendance Review Board (SARB) process.  The course needs of Pathways Charter students can be highly 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 have access to A-G coursework through an online platform, which provides Foreign Language and Visual and Performing Arts courses. The Pathways Charter programs offer Career Technical Education courses, and the secondary program has a Career Technical Education Pathway in Information and Communications Technology.  All student groups, including students with disabilities, 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 orders, expulsions, p|Barriers preventing Pathways Charter from maximizing broad course of study offerings to all students include the small and often transient student population at the secondary level. Each student arrives with specific course requirements to attain a high school diploma.|Regularly analyzing enrollment helps inform Pathways Charter as it makes decisions on course offerings to support Priority 7. PCOE will continue to broaden CTE and enrichment options and support Cyber High to help students meet A-G requirements.||2021-06-17||2021                
31667610000000|Ackerman Charter|7|Ackerman Charter School District invested time and resources in developing three surveys for our stakeholders that focused on targeted information that was relevant to our needs and each specific group including staff, families, and students. Our student survey was available to all grade levels TK-8, with a modified version for the TK-2 group of students that focused on academic challenge. Grades 3-8 were given a longer more involved survey that targeted more in depth information. Overall student perception regarding the broad course of study and class rigor was highly positive.|75% of middle school students (6-8) felt they had many different and interesting choices of electives in middle school  86% of students who attended targeted interventions felt the time was helpful  57% of students feel that their assignments in ELA were "just right", and 34% stated it was "challenging"  35% of students feel that their assignments in math were "just right", and 43% stated it was "challenging"  60% of students feel that their assignments in science were "just right", and 30% stated it was "challenging"  64% of students feel that their assignments in social studies were "just right", and 29% stated it was "challenging"|At this time our biggest barrier is being a small school with a limited size of staff members can be a struggle to have enough staff to cover and implement a broad course of study.|Our teachers continue to provide rigorous learning opportunities to our students at all grade levels. As the state and ACSD rebound from a very different year we are committed to returning to "normal" in the fall of 2021. We will again be providing broad and rigorous courses of study in all grade levels for all students. All students will have the opportunity to participate in physical education, general music, and band for grades 5-8. In the fall of 2021 we will again build a schedule that offers elective courses for our middle school students that are of high interest, challenging, and build skills for future learning.||2021-06-09||2021                
31667790000000|Alta-Dutch Flat Union Elementary|7|See Response Below|See Response Below|See Response Below|ADF invested time and resources in developing three surveys for our stakeholders that focused on targeted information that was relevant to our needs and each specific group including staff, families, and students. Our student survey was available to all grade levels TK-8, with a modified version for the TK-2 group of students that focused on academic challenge. Grades 3-8 were given a longer more involved survey that targeted more in depth information. Overall student perception regarding the broad course of study and class rigor was highly positive. Our teachers continue to provide rigorous learning opportunities to our students at all grade levels. As the state and ADF rebound from a very different year we are committed to returning to "normal" in the fall of 2021. We will again be providing broad and rigorous courses of study in all grade levels for all students. In the fall of 2021 we will again build a schedule that offers enrichment opportunities for our middle school students that are of high interest, challenging, and build skills for future learning.||2021-06-16||2021                
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, Health, Music, Art, and Physical Education as prescribed by the Board of Trustees in our Local Control Accountability Plan (LCAP) and Strategic Plan. Auburn Union Elementary School District uses common assessment data, local assessments, and standardized test data,  informing areas the District and school sites can improve services and support to ensure equitable access for all student groups. The highlighted actions to accomplish this include: adopting a standards-based curriculum, training to implement the curriculum with integrity, regularly monitoring student performance data using common assessments, engaging in Professional Learning Communities (PLC) to analyze and interpret data for planning and lesson design, the development of priority standards, scope and sequence and common assessments.  Specific areas of focus for professional development and support have been identified and provided to staff after school, during professional development days, during staff meetings, systematic reading instruction training, effective instructional strategies,  Next Generation Science Standards implementation, and Visual and Performing Arts Course completion.|Auburn Union Elementary School district has identified and implemented a district-wide data management system, and Aeries database to schedule the RtI model master schedule, for each site to ensure all students are receiving equitable access to a Broad Course of Study.   Staff training, consistent collaboration, and calibration are necessary to ensure access, equity, and fidelity within a Multi-Tiered Systems of Support framework.  Additional evidence of students being provided a broad course of study includes all subjects listed on report cards, pacing calendars, and master schedules for all grades.  Access is a continued focus and AUSD is pleased that access continues to increase.|Some of the barriers preventing AUSD from providing access to a broad course of study for all students are related to identifying the best use and implementation of limited resources (staff, support staff, time, funding, etc.).|Revisions, decisions, or new actions that will be implemented, or have been implemented, to ensure access to a broad course of study for all students.   Actions and services in our current LCAP plan to support access to a broad course of study include development and implementation of an effective Multi-Tiered System of Supports (MTSS) prevention/intervention program, incorporating support for teaching and learning reading with the Guided Reading initiative, implementation of STAR Reading and Math, progress monitoring in grade TK-8; expansion of social-emotional learning curriculum and training for teachers; the development of the Visual and Performing Arts program, and training for teachers and administrators in the area of academics, behavior and social-emotional learning.  AUSD is implementing Multi-Tiered Systems of Support (MTSS) to improve student academics, social-emotional and behavioral supports.  AUSD is updating our curriculum, and our system for teaching and learning through our strategic plan,  and Teaching and Learning Roadmap to ensure all students have access to rigorous and relevant instruction based on priority standards.||2021-06-23||2021                
31667950000000|Colfax Elementary|7|This will be addressed via our local assesment and surveys.  We will broaden the course of study via increased classes in Science and STEAM. With our new Robotics kits, 3D printer and hands-on science and STEM will increase via  A full-time Science Teacher on Special Assignment (TOSA). This position is added to the budget for one year to provide this support for science for teachers to learn more about the Next Generation Science Standards (NGSS) via a master schedule in all classes including piloting new science programs toward the adoption of state-approved program(s) in spring of 2022.  We will also offer in upper grades six different electives for students each trimester to provide students with a wide range of enrichment and broader opportunities in arts and science. Upper-grade students can attend drama, dance, and music at the high school. These opportunities will be in arts and science to offer a broader course of study and better prepare students for the International Baccalaureate program or college career program at the high school.|All students and student groups have access to all curriculum and resources with state-approved curricula as well as enricment opportunities for arts and sciences.|Being in a rural district, funding, resources, and personnel are our biggest barriers.|Provide science instruction in middle school rotation for 6-8 students at least 3 times a week for approximately one hour. Provide teachers with professional development in NGSS science standards and science pilot and adoption toward implementation in fall, 2022.  Continue to add more students at high school to receive high school credit.  -Possible expenses with high school staffing or agreement for high school credit -Possibly add music or band in elementary to align with high school needs -Add more electives to all grades -Explore part-time teacher in collaboration with high school   - K-8 Science  pilot and adoption in 2021-2022  - Fully implement in fall of 2022  - TOSA provide a guide on the side training in NGSS standards to K-6 teachers -TOSA work with staff and PCOE to pilot, adopt and implement state-approved NGSS science curriculum TK-8||2021-06-23||2021                
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 TK-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, 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 is diligent with monitoring to ensure student groups across the District receive the highest level of services. Our school sites serving both TK-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 TK-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 committed to meet their needs and 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 (ELD) instruction within the school day to support language acquisition without denying access to grade level courses of study.    In addition to required courses, DCJESD continues to offer college and career focused|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 resources, 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.|Continue implementation of student supports 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 administered and analyzed for monitoring student progress throughout the year.  Funding to provide our summer Academic Bridge program for at-risk and unduplicated students extends learning time. We will continue to implement multiple attendance awareness and support programs, to engage students and provide a higher level of access to curricular content.  Social-emotional supports including attendance, counseling, Restorative Practices, and PBIS will be implemented to ensure students have a high level of engagement and school connectedness.  Training will include ELD standards, strategies, lesson design, use of Road to Reclassification process, and integrated and designated instruction.  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.||2021-06-17||2021                
31668370000000|Foresthill Union Elementary|7|Due to the COVID-19 pandemic and the requirement to start the new school year 2020-21 in distance learning only, the instructional focus for the school year were core subject matters. Despite returning students quickly and in large numbers for in-person instruction on campus throughout the school year, the focus on core subjects remained in effect to mitigate further learning loss from the pandemic landscape and its constraints on high quality instruction. Foresthill Union School District intends to increase and improve in its offering of a broad course of study as the gap in learning loss closes.|Due to the COVID-19 pandemic and the requirement to start the new school year 2020-21 in distance learning only, the instructional focus for the school year were core subject matters. Despite returning students quickly and in large numbers for in-person instruction on campus throughout the school year, the focus on core subjects remained in effect to mitigate further learning loss from the pandemic landscape and its constraints on high quality instruction. Foresthill Union School District intends to increase and improve in its offering of a broad course of study as the gap in learning loss closes.|Due to the COVID-19 pandemic and the requirement to start the new school year 2020-21 in distance learning only, the instructional focus for the school year were core subject matters. Despite returning students quickly and in large numbers for in-person instruction on campus throughout the school year, the focus on core subjects remained in effect to mitigate further learning loss from the pandemic landscape and its constraints on high quality instruction. Foresthill Union School District intends to increase and improve in its offering of a broad course of study as the gap in learning loss closes.|Due to the COVID-19 pandemic and the requirement to start the new school year 2020-21 in distance learning only, the instructional focus for the school year were core subject matters. Despite returning students quickly and in large numbers for in-person instruction on campus throughout the school year, the focus on core subjects remained in effect to mitigate further learning loss from the pandemic landscape and its constraints on high quality instruction. Foresthill Union School District intends to increase and improve in its offering of a broad course of study as the gap in learning loss closes.||2021-06-21||2021                
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 K-8 and music education for grades TK-4, with optional band course in grades 5-8.  In typical years, choir is offered for grades 4-8, however this course was suspended for the 2020-2021 due to COVID-19 restrictions.  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 to identify, analyze, and progress monitor students.  This process also allows for a 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 provides all teachers with access to social-emotional curriculum.  LUSD also continues to update and revise a community resource document for families with unique needs.||2021-06-16||2021                
31668450117150|Loomis Basin Charter|7|LBCS 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.|LBCS provides all students, in grades K-8, access to core subjects (math, ELA, social studies, and science) as well as  Physical Education, and health. LBCS meets all state requirements for instructional minutes in these areas and aligns courses to California content standards and curriculum frameworks. In addition, LBCS provides Spanish instruction and visual arts instruction for grades K-8.  In typical years, LBCS partners with LUSD to offer an optional band course in grades 5-8 and choir  for grades 4-8; however these courses were suspended for the 2020-2021 due to COVID-19 restrictions. LBCS also provides intervention to students on an as needed basis during the school day to support their success in their educational program. To determine which students are in need of intervention, LBCS staff uses a data driven decision making model to identify, analyze, and progress monitor students. This process also allows for a 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, LBCS is also an International Baccalaureate school that offers the Primary Years Program for grades K-5 and the Middle Years Program for grades 6-8.  LBCS also utilizes Positive Behavior Intervention and Supports.|LBCS 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, including LBCS, 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, LBCS provides all teachers with access to social-emotional curriculum. LUSD also continues to update and revise a community resource document for families with unique needs, including LBCS families.||2021-06-16||2021                
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.||2021-06-23||2021                
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.||2021-06-23||2021                
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 additional support in accessing the curriculum from the Intervention Specialist and instructional aides. 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, physical education, and others, that prepare them for college and careers. Visual and performing arts have been a challenge to implement this past year due to COVID shutdowns and distance learning restrictions. 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 the development of the LCAP annually.|In response to the results that have been analyzed by the school, revisions will be reviewed in the areas of visual and performing arts and health education. Students are offered the use of 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 the more purposeful integration of college and career preparedness components into the regular curricular areas in the classrooms.||2021-06-10||2021                
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 Family of Schools students are enrolled in a broad course of studies.|No barriers have been identified at this time that 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.||2021-06-14||2021                
31668520138008|Golden Valley Tahoe|7|GVTS 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.|GVTS 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.|GVTS maintains an array of general education and special education staff who can "push-in" to classes and make sure everyone has access.||2021-06-02||2021                
31668860000000|Placer Hills Union Elementary|7|Student survey results on the CA Healthy Kid Survey show that they feel they are given opportunities to decisions about their education and reflect a positive school connection. The Buddy program between sites has continued where student with success. Weimar Hills School has maintained a zero rate of dropouts in the Middle School years.|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.||2021-11-10||2021                
31668940000000|Placer Union High|7|1. Through the LCAP process, PUHSD has created three goals, along with individual actions that will be implemented those goals.  The goals include: 1) All students high school, college, career, and life ready; 2) Increase student achievement through equitable and competency-based education practices.  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.|2. 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 to over 90 sections across the district and hopes to increase that number in the future.  Outside of the core content areas in 2020, PUHSD had over 100 CTE sections, over 20 AP course sections, 19 VAPA sections, and 38 VAPA sections.   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|3. 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.|4. 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.  PUHSD has developed a software program to analyze student outcomes and progress towards College and Career metrics.  This will allow our sites to strategically schedule courses to meet needs of the students.  PUHSD has also 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.  All of our school sites have implemented an intervention schedule. The intervention system targets students who need more time and support to meet course requirements.  We have also have been in constant review of our content area ELOs and are in the initial phase of district wide common assessment to help us better analyze student levels of learning.||2021-06-15||2021                
31669100000000|Roseville City Elementary|7|School counselors, administrators, and registrars 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. At middle schools, 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 better understand the importance of the State Seal of Biliteracy and the requirements.|RCSD 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 meet his/her needs best. For example, all middle school counselors analyze multiple measures, including face-to-face conversations with unduplicated students, to ensure students are placed in rigorous and engaging courses. Other considerations are based on student interest surveys, site data collection, and input from teachers and parents. Every other year, the district surveys the parents and students to measure satisfaction regarding the current course offerings and gather 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 align with pathways such as Career Technical Education opportunities. In 2019-2020, before the pandemic, RCSD had joint meetings with the high school district to ensure that all students with exceptional needs were enrolled in the most rigorous and engaging course of study and have the necessary supports for success. RCSD plans to begin meeting again in 2021-2022.|Culture, professional development, credentialing, and finances are being aligned to eliminate barriers to a broad course of study for all students. The Local Control Funding Formula (LCFF) combined with the Local Control Accountability Plan (LCAP) has provided an ongoing goal setting, planning actions, funding the actions, and using data.||2021-06-23||2021                
31669280000000|Roseville Joint Union High|7|Local measures for LCFF Priority 7 include graduation rate and the College/Career Indicator.|100% of RJUHSD students are enrolled in a pathway towards graduation, with access to graduation requirements unless their IEP specifies otherwise.   100% of RJUHSD students are enrolled in a pathway towards one or more methods of scoring “prepared” on the College/Career Indicator.|While 100% of our students have access and are enrolled in these pathways, we are seeking to increase student access to multiple pathways to score “prepared” on the College/Career Indicator and to increase the success metrics of scoring “prepared.”|As a result of our review of the data, including the goal of expanding access to pathways to score “prepared” on the College/Career Indicator, we have taken the following steps: --Increase pathways for dual enrollment with Sierra College --Continue professional learning for counselors and support personnel with Dr. Trish Hatch --Implement four-year graduation paths in Aeries --Advertise and market the various pathways to College/Career readiness, including AP/IB program outreach, CTE, and Seal of Biliteracy.||2021-06-29||2021                
31669280121418|John Adams Academy - Roseville|7|John Adams Academy uses a combination of tools to measure broad course access, including, but not limited to, iReady, Lexia, 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 John Adams Academy for all learners, unless specified by grade span appropriateness. All scholars have access to or are enrolled in a broad course of study that includes, Art, Music, Visual and Performing Arts, Latin (Grades 7-12) Science, Math, English Language Arts, History, Physical Education, Foreign Language (Grades 7-12) VAPA (7-12). John Adams Academy will continue to offer its wide-ranging classical education to all scholars.|John Adams Academy has seen a rise in scholar need for mental health and social-emotional support, particularly over the 2020-21 school year in which support services were strained during the pandemic. The increased services required by our special education staff, counselors, and support teams, created an environment where more focus centered on scholars in need of Tier 3 support. This created an inherent lack of attention to provide proactive Tier 1 and 2 interventions and supports.|John Adams Academy continues to bolster our Counseling department in the Secondary program to assist scholars with college readiness, class selection, and social-emotional supports. The additional support will assist with the implementation of strategies that will improve the learning environment for scholars’ support of social emotional growth. Expanded Tier 1 interventions will increase scholar engagement and achievement. Additionally, this will enable the counseling team to provide more  academic counseling and mentorship for scholars in need. Further, John Adams Academy implemented a Leadership class for all 7th - 12th grade scholars. In this class, scholars and staff discuss vision, mission, and the Ten Core Values. This class is also a venue for scholars to receive one-on-one academic coaching. The Academy will continue to add additional resources as identified needs arise.|John Adams Academy delivers an American Classical Leadership Education based on a curriculum founded on the Classics and Liberal Arts. Classics are the greatest works of creation. They encompass great art, music, literature, documents, speeches, experiments, proofs, natural wonders, and the virtuous deeds and figures in history. Through Classics, scholars engage in the Great Conversation that asks and explores the age-old questions: What is truth? What is the good in life? And Why am I here? Classics provide insight into the human condition and the purpose of life. It is through the classics that scholars are introduced to excellence, come to know themselves and reality, and are ultimately inspired to causes greater than self. Likewise, the Liberal Arts are concerned with the arts of cultivated liberty for both individuals and societies. They are the arts an individual must develop to become liberated from ignorance and ennobled to dignified and virtuous thinking and acting. They are also the societal arts of cultivating liberty and progress through noble citizenship, good governance, and freedom of exchange of goods and services and of ideas through the Great Conversation. Traditionally, Liberal Arts are cultivated through the development of the abilities to learn truth, to reason soundly, and to express truth eloquently through the Trivium (Grammar, Logic, and Rhetoric), followed by higher arts including the Quadrivium (Arithmetic, Geometry, Music, and Astronomy).|2021-10-07||2021                
31669440000000|Tahoe-Truckee Unified|7|Per CA Ed Code, 100% of students in TTUSD have access to: 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 This is measured by annually reviewing school master schedules and class rosters Grades 9-12 English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education|This is measured by annually reviewing school master schedules, class rosters and at the high school level reviewing graduation and CCI results. These results indicate a need to further support EL, Hispanic, SED, and SWD students so that they can fully access and successfully meet high school graduation and CCI: Prepared requirements|While all of our students have access to a broad course of study, the main barrier for providing meaningful access to those courses if English language acquisition.  This is especially true for students who come to the USA late in their educational career.|In order to give greater and more meaningful access to the content, ELD coordinators work with the teachers to improve instruction in an integrated ELD setting as well as support students with content areas during designated ELD as appropriate.  For students who need additional support in the content classes, we also provide push-in support from bilingual aides.||2021-06-23||2021                
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.  ELEMEMENTARY WPUSD tests all 2nd graders for GATE.  Additionally, 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 8 elementary schools.  SECONDARY Our comprehensive high schools operate on an 8-period block, which allows for ample opportunities to take electives.  Our two comprehensive high schools host 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 past two years, Lincoln High School has contracted with Equal Opportunity Schools, proactively working to increase its recruitment of underrepresented groups in Honors/AP classes.  The high school AVID program also serves approximately 10% of our high school student population.|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 students with disabilities 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 at the high schools -	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 started a dual immersion program at one of our elementary schools in 2020-2021; the program will expand one grade-level per year going forward.  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 past recessions.|2021-10-05||2021                
31669510135871|John Adams Academy - Lincoln|7|John Adams Academy uses a combination of tools to measure broad course access, including, but not limited to, iReady, Lexia, 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 John Adams Academy for all learners, unless specified by grade span appropriateness. All scholars have access to or are enrolled in a broad course of study that includes, Art, Music, Visual and Performing Arts, Latin (Grades 7-12) Science, Math, English Language Arts, History, Physical Education, Foreign Language (Grades 7-12) VAPA (7-12). John Adams Academy will continue to offer its wide-ranging classical education to all scholars.|John Adams Academy has seen a rise in scholar need for mental health and social-emotional support, particularly over the 2020-21 school year in which support services were strained during the pandemic. The increased services required by our special education staff, counselors, and support teams, created an environment where more focus centered on scholars in need of Tier 3 support. This created an inherent lack of attention to provide proactive Tier 1 and 2 interventions and supports.|John Adams Academy continues to bolster our Counseling department in the Secondary program to assist scholars with college readiness, class selection, and social-emotional supports. The additional support will assist with the implementation of strategies that will improve the learning environment for scholars’ support of social emotional growth. Expanded Tier 1 interventions will increase scholar engagement and achievement. Additionally, this will enable the counseling team to provide more  academic counseling and mentorship for scholars in need.  Further, John Adams Academy implemented a Leadership class for all 7th - 12th grade scholars. In this class, scholars and staff discuss vision, mission, and the Ten Core Values. This class is also a venue for scholars to receive one-on-one academic coaching. The Academy will continue to add additional resources as identified needs arise.|John Adams Academy delivers an American Classical Leadership Education based on a curriculum founded on the Classics and Liberal Arts. Classics are the greatest works of creation. They encompass great art, music, literature, documents, speeches, experiments, proofs, natural wonders, and the virtuous deeds and figures in history. Through Classics, scholars engage in the Great Conversation that asks and explores the age-old questions: What is truth? What is the good in life? And Why am I here? Classics provide insight into the human condition and the purpose of life. It is through the classics that scholars are introduced to excellence, come to know themselves and reality, and are ultimately inspired to causes greater than self. Likewise, the Liberal Arts are concerned with the arts of cultivated liberty for both individuals and societies. They are the arts an individual must develop to become liberated from ignorance and ennobled to dignified and virtuous thinking and acting. They are also the societal arts of cultivating liberty and progress through noble citizenship, good governance, and freedom of exchange of goods and services and of ideas through the Great Conversation. Traditionally, Liberal Arts are cultivated through the development of the abilities to learn truth, to reason soundly, and to express truth eloquently through the Trivium (Grammar, Logic, and Rhetoric), followed by higher arts including the Quadrivium (Arithmetic, Geometry, Music, and Astronomy).|2021-10-07||2021                
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.|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 had 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 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||2021-06-17||2021                
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 K-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.  Additional courses for grades 7-12 include World Language(s), Applied Arts, Career Technical Education and Driver Education. Highlighted actions to accomplish this include: adopting standards based curriculum, training to implement curriculum with integrity, regular monitoring of student performance data, engaging in Professional Learning Communities, and providing a multi-tiered system of supports 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 A-G Readiness.  Analysis of disaggregated data showing those who are on track and not on track to meet A-G informs areas where the District and school sites can improve services and support to ensure equitable access for all student groups.  Another tool RUSD uses to understand how students are accessing a broad course of study is participation in CTE courses.  District-wide there are 12 Pathways and 66 courses offered with 3,724 students enrolled.|According to the A-G Readiness Report for 2019-20, data shows 63.5% of students are accessing and completing a broad course of study across the district, representing a 3.1% increase from 2018-2019. 69.0% of Rocklin High School students, 74.8% of Whitney High School students, and 1.3% of Victory High School students are accessing and completing a broad course of study. There are gaps between the performance of our numerically significant student groups and all students. For example, 32.1% of socioeconomically disadvantaged students and 10.0% of students with disabilities are accessing and completing a broad course of study according to this measure. The gaps for A-G readiness indicated above provide a continued opportunity for RUSD to critically look at students’ experiences, collect data, and develop improvement cycles that result in meaningful change. RUSD is working to implement a comprehensive data management system to help with identifying course enrollment participation rates for all student groups in all course types  Once implemented, RUSD will further breakdown the enrollment and work with administrative and counseling staff to develop an action plan for addressing any disproportionate rates of course enrollment. Progress over time for A-G, CTE, dual enrollment, and support courses will continue to be measured going forward.|Overall, RUSD offers a broad course of study within our TK-12 schools. The District remains committed to eliminating barriers to all students to ensure they have access to and are enrolling in courses that would allow them to meet UC/CSU entrance requirements and/or completion of a CTE pathway.  Previously identified barriers 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. RUSD is also building in tutoring and intervention programs within and outside of the school day at all grade levels in an effort to eliminate skill deficits prior to high school. This change would enable students to meet A-G requirements due to a decreased need for support courses.|The implementation of the previous workgroups’ findings continued during the 2020-21 school year and course code corrections are being addressed within RUSD course structure.  Due to the Covid-19 pandemic, additional actions were not identified. Rocklin Unified will continue exploring an expansion of 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 needed A-G courses during their 12th grade year.  The District continues to explore best practices for teaching World Languages, particularly for students who struggle with language processing. A new workgroup of administrators and counselors will convene during the 2021-22 school year to identify and enact possible interventions that can improve student access and success in A-G and CTE courses. Additionally, this group will look into priority course selections, interventions, and counseling supports for students coming out of 8th grade who are at-risk. Finally, school sites are exploring ways to support students who are taking Mathematics Integrated 1 as 9th graders and for improving interventions at the middle and high schools.  This will also be a component of the math systems investigation taking place as part of LCAP Goal 1.||2021-06-17||2021                
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 Family of Schools students are enrolled in a broad course of studies.|No barriers have been identified at this time that 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.||2021-06-14||2021                
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 Family of Schools students are enrolled in a broad course of studies.|No barriers have been identified at this time that 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.||2021-06-14||2021                
31750850137927|Placer Academy Charter|7|PAC utilizes the annual parent and staff survey and the Strategic Plan as the selected tools to measure whether students have access to a broad course of study.|All students have access to a broad course of study and PAC is committed to ensuring that resources are provided for students/families that may need them.|During the pandemic, it became evident that technology and access for families was a barrier.|PAC has continued to purchase additional Chromebooks for student use and will provide internet for families that are in need when/if we move to at-home/distance learning.||2021-10-21||2021                
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 Family of Schools students are enrolled in a broad course of studies.|No barriers have been identified at this time that 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.||2021-06-14||2021                
32669693230083|Plumas Charter|7|PCS offers equal access program options for all students, unduplicated students, and students with exceptional needs. PCS offers many program options including online, concurrent enrollment with local community colleges, small group instruction, A-G courses and CTE courses. PCS offers many course options including access to a broad course of study (English, Social Science, foreign language, physical education, science, mathematics, visual and performing arts, career technical education and driver education).|PCS offers equal access program options for all students, unduplicated students, and students with exceptional needs. PCS offers many program options including online, concurrent enrollment with local community colleges, small group instruction, A-G courses and CTE courses. PCS offers many course options including access to a broad course of study (English, Social Science, foreign language, physical education, science, mathematics, visual and performing arts, career technical education and driver education).|The primary barriers for preventing access to all program options are internet connectivity and transportation.|The school has worked with individual families to improve access to adequate internet connectivity, and the school has assisted in the provision of limited transportation and in securing county level bus passes where appropriate.||2021-04-26||2021                
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 grade­level 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 standards­based instruction in ELA, ELD, mathematics, history­social 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 service­learning projects in history­social science and science, and students completed personalized, interest­based projects. These project­based, service­learning 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 design||2021-06-02||2021                
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. All TK-8 students have access to several elective or thematic courses, in addition to all core courses. Homeschool boxed set curriculum are 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 annually reviews program schedules to ensure students are enrolled in a broad course of study. High school students also have access to many CTE Pathways, internship opportunities, and dual enrollment and articulated college courses.|All students have access to a high quality, broad course of study including math, ELA, language, art, social science, science, and multiple elective options. Programs offer instruction in-person and via independent study to best meet students' situations and goals. All high school students have access to a complete A-G sequence, and 7th and 8th grade students have access to math and language other than English (LOTE) at the A-G level. 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.. In addition, administrators are aware that some of our students were enrolled in but did not complete the minimum A-G LOTE requirement. All dual enrollment college courses as well as CTE courses and pathways are available online to accommodate all students, regardless of their region. The school has improved access to a broad course of study by expanding online options including LOTE 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, so 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 school 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 VHL and eDynamic Learning as an online 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.  Student access to live teaching has been expanded. Students have access to live online seminars with single subject specialists on a weekly basis via a virtual classroom and office hours. The school 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 to create an engaging and rigorous program for each student.||2021-06-10||2021                
33103300125237|Leadership Military Academy|7|Leadership Military Academy seeks to provide access to an equitable, high quality instruction to all students. Every student is enrolled in the same core courses, which 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 everyone including foster youth, English learners, and students with exceptional needs. Student course requests, class schedules, 4 year plans, graduation/transcript checks, and UC/CSU A-G completion reports are methods used to track student enrollment and success. At the individual student level, transcripts document the courses taken and needed; and scheduling reports identify potential conflicts to access. Staff works with students and families to plan a course of study appropriate to student needs, interests, and post-secondary goals.|Students have access to every course offered at Leadership Military Academy while they are enrolled. 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. Factors like student interest in advanced courses, need for credit recovery options, or support in English Language Development can cause differences in the courses offered over time.  This is because Leadership Military Academy is a small school and adjusts the course offerings each year to meet students’ needs and interests.|Leadership Military Academy provides all students with 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 and meet more diverse interests. Resources (fiscal, staff credentials, facility space, enrollment) are current barriers to expanding the course of study.|Leadership Military Academy will continue to explore electives and educational paths to  expand the options available to all students. Forming partnerships with local business, organizations, and colleges will provide more opportunities for students. Additionally, as the school and student body grows, there will be an increase in course offerings on the master schedule.||2021-06-17||2021                
33103300125385|Imagine Schools, Riverside County|7|PowerSchool System CALPADS Schoology CAASPP Interim Assessment Smarter Balanced Assessments Unit Assessment Parent Survey Staff Survey|All students have access to the academic program and this is measured by reviewing class lists and student schedules generated through Powerschool.|N/A|N/A||2021-06-17||2021                
33103300128397|Come Back Kids|7|CBK Charter 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 Charter 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 Charter, all students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). CBK Charter 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 Charter 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 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. 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.|CBK implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. CBK Charter 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 coursesthat 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.||2021-06-07||2021                
33103300128777|Gateway College and Career Academy|7|GCCA ensures students are enrolled in a broad course of study by using an individualized educational plan development process that takes student needs and goals into account. All students take 17 courses to satisfy requirements for our diploma, including the 13 courses identified by the CDE for a high school diploma. The school's Instructional Support Coordinator collaborates with counselors to ensure unduplicated students, those with exceptional needs, and those who are struggling academically, have course sequences that will meet their needs and move them toward completion of their diploma.|All GCCA students have access to a broad course of study that can be adapted to meet individual student needs. There are no differences in access across student groups. We are a single site LEA. Students have access to core high school courses and the vast catalogue of courses at our partner community college (Riverside City College). Students focus on high school diploma with college prep, career technical education programs, or university transfer or A-G completion.|There are no barriers to providing a broad course of study to our students.|GCCA will be expanding the ability for students to earn a CTE certificate while they are still in high school. The school is partnering with Riverside City College programs to prepare, enroll, and support students in completing an industry aligned certification while they compete their high school diploma required courses. Students earn dual credit wherever possible.||2021-06-24||2021                
33103300136168|Temecula International Academy|7|Course enrollment data identified on our student information system (Aeries) will be utilized to monitor the programs and services of unduplicated and exceptional needs pupils. In addition, the administrative team has developed a system for which these students are able to be tracked related to the programs they participate in and the progress they make within these programs.|TIA, thus far, has been able to provide 100% of the student population with access to a broad course of study. All students have full access to curriculum, technology, and supplemental resources to support their education at the school.|TIA has not encountered barriers preventing the school from providing access to a broad course of study for all students.|TIA will continue to monitor and evaluate the school budget to ensure the proper short/long range planning that will sustain the implementation of programs and access to resources in providing a broad course of study for all students.||2021-06-24||2021                
33103300137836|Pivot Charter School Riverside|7|Pivot Charter School has access to a significant amount of student academic and engagement data. At any time, school staff can see what courses students are accessing, when they are accessing them, and how they are performing in those courses. When students enroll at Pivot, their transcripts and other grade reports are analyzed to develop an individualized course schedule. Courses assigned cover a broad range of study. Then each student’s Educational Coordinator tracks each student daily to ensure that they are indeed accessing and engaging in their coursework. The measures and tools available to Pivot staff include reports that show dates and times students access courses, how much time they spend in the instructional portions of the course and the assessment portions, and achievement and scores on graded assignments. Students and parents also have access to this data in real time through their online curriculum platforms. These measures are implemented for all students in all grade spans including unduplicated student groups and individuals with exceptional needs. Additionally, Pivot utilizes surveys to parents and students regarding their experiences with the curriculum, courses, and engagement in academics.|Data analysis of the courses students take and complete overwhelmingly show that students are focusing on the four core subjects of English, math, science, and history even though students have access to honors and AP options, reading, ELD, RtI, and remediation curriculum. Pivot also offers numerous unique electives such as Architecture, Gothic Literature, and Robotics. Pivot has focused efforts to increase access to junior and community college courses and has recently received grants to expand Career and Technical Education courses and pathways. There are not many online elective course options for students in grades K-8. Pivot regularly reviews curriculum options for students to make sure that a variety is available. No curriculum provider has a broad enough course catalog to satisfy the needs of Pivot students so we have had to supplement with additional curriculum options and hands-on elective activities at the resource center. It is imperative that Pivot continues to focus on ensuring that students have the skills to be successful in an independent study program by providing access to training in executive functioning and support through RtI and study skills classes that are geared toward students becoming independent learners. Once students have acquired these skills, they have everything they need to access our broad courses of study. Pivot continues to improve in providing students with these skills, and most importantly, tracking their success.|Pivot Charter School is an independent study school that utilizes an online curriculum for all of its students. The supplemental resource center program is able to complement the online curriculum but not all students choose to access it. Lack of access to transportation or the need to work during school hours are just some examples of the barriers that students face in attending these types of programs. Pivot provides bus passes and assists with carpools for families to be able to access the resource center. We also use coming to the resource center to work face to face with credentialed teachers as an MTSS support strategy. Another barrier is the limitations of the online curriculum to provide a broad course of study. For example, the elementary curriculum only provides an extremely limited library of elective courses so teachers often prefer to offer elective-type courses in person. However, since not all students attend the supplemental resource center program, not all students have access to those resources. That is why it is very important for parents of elementary students to be willing and able to work with their children to enhance social activities and hands-on learning experiences. Our credentialed teachers provide assistance to these families but they must be willing and able to do so at the elementary grade levels. As mentioned above, the middle grades, and to a greater extent, the high school have a much broader course of study available to them.|Pivot will work to develop a broad course of study for all students that can be accessed in a virtual format that will be teacher-created and teacher-led, as well as more focused on-site options for students. There has been some success reaching students virtually that we can continue to build on such as online workshops and office hours as well as online elective courses. We have similarly strengthened our ability to provide online counseling and social and emotional support through various “virtual” platforms. These methods were extremely successful throughout the stay at home orders the last 15 months. Counselors reported that more students attended optional and special education sessions than in previous years. Additionally, we are developing a block schedule for middle school students that includes a dedicated block to elective-type coursework. One of the curriculum providers utilized by Pivot also has expanded their course library for middle school students and these will be made available to students in the upcoming school year. To address the barrier of a lack of access to the technology needed to thoroughly engage students from a variety of backgrounds, we will continue to purchase equipment that can be loaned out to students. Through the pandemic, all students had the technology needed to access their courses and we will continue to provide this for 100% of our students who need it.||2021-06-04||2021                
33103300137851|Julia Lee Performing Arts Academy|7|JLPAA employs 3 administrations of NWEA Map testing at the beginning, middle, and end of the year to monitor growth and track progress.  iReady is a digital platform that is used by teachers across all grade levels and student groups to support and track academic gains and areas where extra support is needed.  Additionally, JLPAA uses the embedded assessments that accompany HMH Journey's ELA curriculum and GoMath curriculum to guide and drive instruction.|All students at JLPAA participate in NWEA testing for each of 3 administrations.  All students that are identified in SAI or EL programs also participate in these standardized tests - while making sure to meet all testing accommodations as outlined in IEP documentation.  JLPAA tracks data from these tests for fall, winter, and spring to provide a comprehensive look at student growth.  iReady diagnostic tests take place at the beginning of each academic year to establish baseline data and identify areas of need in ELA and Math.  This adaptive program adjusts as students master new content.  All students at JLPAA have access to assessments that are embedded in HMH Journey's and CA Go Math; SAI students have access to teacher modified examinations to meet their unique learning needs and styles.|It has been a challenge to identify a locally selected measurement tool to assess growth in language acquisition among ELLs.|JLPAA is researching existing assessment tools that are designed to measure growth among EL students in language acquisition.  JLPAA is communication with curriculum providers about assessment tools they may be able to provide that can track and measure language skills in ELL populations.||2021-10-15||2021                
33103300137869|Excelsior Charter School Corona-Norco|7|Excelsior Charter Schools reviews student academic history, academic plans, and currently enrolled courses to ensure all students are appropriately enrolled in a broad course of student.  This ensures the successful and on time promotion of junior high students within 2 years as well as high school graduates within 4 years.|All students enrolled at Excelsior Charter School have equitable access to a broad course of study to ensure readiness for college or career.  All locations offer the same broad course of study including dual enrollment courses partnered with local colleges.  Dual enrollment partnership course offerings are expanding year over year based upon student interest, proximity to a local college, and availability of college teaching staff.  Access to both traditional and dual enrollment courses are offered equitably via in-person and distance learning environments.  All required course materials and devices are provided upon enrollment.|All students enrolled at Excelsior Charter Schools are provided equal access to a broad course of study.|Excelsior Charter Schools will continue to partner with local colleges to increase our dual enrollment opportunities, articulation agreements, and CTE course offerings.  These actions are reviewed for academic success, student interest, and sustainability yearly.||2021-10-19||2021                
33103300138602|JCS - Pine Hills|7|All students have access to the same curriculum and supports provided by JCS-Pine Hills. Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|None|Dual enrollment opportunities began in 2020-21 and are being expanded. A wider range of a-g offerings and CTE pathways are being explored.||2021-06-11||2021                
33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|7|The Charter School offers an Advisory period, tutoring block, and elective class. In Advisory, our students engage in conversations with their peers and Advisor about academic and non-academic issues of importance. Our students get targeted, small-group interventions based on student need.  Our students participate in classes Conservatory:  art, music, dance.|The Charter School has provided all students with high-quality instruction and a rigorous State Standards aligned curriculum in research-based environment that provides relevant learning experience that encourages student engagement. The strengths of Charter School includes providing the Professional Development sessions in data analysis, restorative practices, and instructional strategies. The ELD program has been reviewed for each EL. The actions and services increased the student engagement through enrichment courses, presentations, awards program, iReady activities and assessments, attendance incentives, family meetings and interventions.|The LCAP Committee analyzed external school data to include SBAC and ELPAC and internal school data to include formative data to include iReady, and two primary needs emerged. First, the team identified a need for increased achievement in ELA and Math for all students.  Second, the team identified a need for more focus on social emotional well-being. This was related to another trend seen in the data of the need to increase students’ sense of belonging and relationships with peers. The team accounted for these needs in its goal setting and action steps, believing that increasing the number of events that may increase connectedness on campus will strengthen school culture. These events will include student recognition programs, use of a social emotional learning program, and positive school climate to boost school pride and students’ sense of purpose.|The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for ALL students focusing on the significant subgroups of Latinx, Black or African American, and Socioeconomically Disadvantaged Students supported by teachers and additional support staff. In order to ensure that the students are safe and healthy, the Charter School has implemented powerful Positive Behavior Intervention and Supports (PBIS), Social Emotional Learning (SEL), and Restorative Practices. The approach to PBIS has been found to decrease suspension rates, prevent violence, and increase self-esteem and self-regulation. The long-term benefits of this support and the inclusion of SEL will include drug and violence prevention, suicide prevention, conflict resolution and fewer mental health issues caused by trauma. Technology enhancements are important for the school community. The Charter School has added technology to increase the home to school connection. The Charter School incorporates devices at a 1:1 ratio to support the core curriculum. The benefit of using technology like this support each student at their own level. It provides another format to ensure the core curriculum is differentiated in a way that support the students’ interests, allows them to interact with the platform individually at their own level and provides digital texts that can define words, allow students to take notes or refer to the text.|Continued from above: The goal of using technology to supplement the core program ensures that personalized instruction is provided.  Garvey/Allen Visual and Performing Arts Academy for Science, Technology, Engineering, and Mathematics is offering pre-professional arts training and college preparatory academics for grades 5-8. ACHIEVERS choose a major in Dance, Theatre, Music, or Visual & Fine Arts. Academic departments include English, Foreign Language, Mathematics, Science, and Social Studies. ACHIEVERS then choose a pathway in Science, Technology, Engineering, or Mathematics to be prepared to compete in the global workforce.|2021-06-24||2021                
33669770000000|Alvord Unified|7|Alvord uses multiple measures and tools to ensure all students have access to and are enrolled in 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, and/or 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 a 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 Kindergarten - 6th grade, Visual and Performing Arts Courses at all levels, Career Technical Education pathways, Advancement Placement course, International Baccalaureate, Dual Enrollment courses, AVID, and TEAM programs.|Traditional barriers which may have prevented Alvord Unified School District from maximizing a broad course of study include program participation, chronic absenteeism, and/or access to extracurricular options. In the 2020-2021 school year, barriers included access to all courses in a virtual setting. Counselors worked closely with all students to ensure they were enrolled in courses that best matched their academic needs and chosen method of instruction.|AUSD has a targeted focus on addressing chronic absenteeism through multiple initiatives, both district-wide and school site specific, encouraging school connectedness and participating 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 program, and student and staff awareness. Program participating is addressed through an emphasis on marketing the available opportunities for DLI, CTE pathways, college and career readiness, athletics, APA and school-based club options.||2021-03-18||2021                
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.|BUSD has shown growth in AP classes and CTE enrollment. 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 2020-2021 school year BUSD had 240 students in Honors/Advanced classes, 400 students in Advanced Placement classes, and 480 students enrolled in CTE classes. All BUSD students are enrolled in a broad course of studies. Each elementary school site focuses on the course of 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, MESA, 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 Du|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.|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.||2021-10-13||2021                
33669930000000|Beaumont Unified|7|Beaumont Unified School District students are exposed to a variety of courses from transitional kindergarten (TK) to grade 12. All students in the District are offered the appropriate grade-level content standards in the least restrictive environment, regardless of 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 supports to meet the needs of our Students with Disabilities (SWDs); Educational Monitoring Teams (EMT) and 504 teams support students to ensure they have the best supports in place to ensure student success; English Language Coordinators and teacher teams at each school review the needs and progress of English Language Learners (ELLs) 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 (PLCs) in all schools lead to best first instruction, timely intervention, and re-teaching within the classroom setting limiting the need for Tier 2 and Tier 3 supports;  A culture of College and Career Readiness (CRR) is supported at all schools so that students make educated decisions about their future through the "Be Ready Beaumont" initiative.|The locally selected measures demonstrate that all District 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, the District offers a Dual Language Immersion (DLI) Program Spanish/English(K-12) and a Science, Technology, Engineering and Mathematics (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 Career Technical Education (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 (VAPA). Students who struggle 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 (ELD) that is aligned to the California State Standards (CSS). Supplemental curriculum is also provided when appropriate to support students at their instructional level.|The biggest barrier that District faces is access to resources due to the strain on the District to build new facilities to accommodate increased and steady growth.   The Beaumont community is growing at a rate of 3.65% annually with the District growing at an annual rate of 4-5%.  Currently, Beaumont is one of the fastest growing districts in California with enormous new construction in most open spaces throughout the city. With the significant growth, the District faces many challenges with facilities, both certificated and classified 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, mathematics, dual language, 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, the District will continue to provide extensive professional development and support classroom teachers.  The TOSAs will provide Professional Development (PD), in-class training, and resources for Integrated and Designated ELD, Standards for Mathematical Practices (SMPs) and supplemental curriculum aligned to the CSS in mathematics, ELA and science to support best first instruction.  To bridge the gap between striving readers and grade-level text, literacy intervention teachers will work with Tier 2 and Tier 3 students, including students with special needs. Adopted curriculum and supplemental curriculum are provided at all sites.  All students are provided with a Chromebook to take home and one in the classroom making the District a 2:1 District.  Specific schools include the DLI program or the STEM program.  All staff members at these schools have received extensive training.  Student and staff social-emotional well-being are addressed through a variety of means including professional services offered at the school sites and positive school climate/anti-bullying programs. Program participation is addressed through an emphasis on marketing the available opportunities for DLI, CTE pathways, CCR, athletics, VAPA, and school-based club options.||2021-06-08||2021                
33669930127142|Highland Academy|7|A transcript review takes place for every student we enroll to ensure they are properly placed.  Highland Academy uses the student information system PowerSchool to track student course enrollments, grades, and attendance for all grades and student groups.|All elementary and middle school schedules are available to each student, reflect a broad course of study, and meet the minimum course requirements required by California Education Code.  Students with disabilities, English Learners, and students have access to a variety of additional educational and academic options to support learning.|Barriers preventing Highland Academy from providing access to a Broad Course of Study include the school schedule limiting the available time for targeted intervention and services. Students receiving additional services often forgo class time to receive them.  Another barrier our school has is the fact that our school is so small at 340 students. With a smaller staff and our facilities full to the max, there is a limit to how many electives, extra curricular activities, and programs we can offer at any one time.|Chromebooks and technology continue to be key in connecting our school community during this pandemic.  With students at school one day and then seemingly working from home the next, this technology has been vital in allowing our students to access their courses.  100% of students currently have have access to a Chromebook.||2021-10-15||2021                
33669930139360|Mission Vista Academy|7|Our LCAP Goal 3 is entitled Improve Access and Success in a Broad Course of Study.  This goal aims to provide each student with the support they need to attain the expected learning outcomes for each class, particularly those required per state or school policy. The metrics for this goal include % of English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI), % of English Learners (ELs) who reclassify, % of students who score At Prepared on College Career Indicator (California Schools Dashboard), % of parents/guardians of English Learners, those in foster care, and those living in low socio-economic conditions (priority groups) who meet with a counselor/coordinator once per school year, % English Language Development (ELD) teachers who participate in research-based instructional strategies and academic supports professional learning, % of students who have access to in a broad course of study, and % of students enrolled in a broad course of study|Per our locally selected metrics, all students have access to and are enrolled in a broad course of study.|We do not have any structural barriers to providing all students with access to a broad course of study.|We are making a concerted effort to refine our MTTS to provide all students with additional support to ensure success and not just access to a broad course of study.||2022-01-27||2021                
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 19% of the high school students are enrolled in AP classes representing a decrease of over 8% from the previous year. The change is attributed to both the Pandemic and an increase in Dual Enrollment courses offerings.   Students taking a-g courses stayed constant as compared to the previous year - 57% of students completing a-g requirements. There are 12 different CTE pathways available for students to pursue.   The number of students who are enrolled in CTE classes for 19/20 is 7,840 with include 4,486 Hispanic students, 525 African American students, 3,096 Low Income and 695 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 that 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. Declining enrollment has also caused CNUSD to reduce CTE pathway offerings at some sites based on a reduction in staff.  Analysis of conditions and options is ongoing as we consider this barrier.|CNUSD is constantly reviewing the needs of our students and the local labor market. Part of the continuous improvement process is making adjustments to course offerings to meet the needs of our students and address the changing local labor market needs.  For example, we have developed a metric to monitor CTE pathway completion which we call "CTE Pathway Persistence"  This will monitor students that start a pathway and complete it.  It will identify those students who could be on track to complete a CTE pathway thereby positively impact our Prepared rate on the College and Career Indicator.||2021-06-22||2021                
33670410000000|Desert Center Unified|7|With its small school size, active teachers and administration, and its student information system the school is compliant with placemnt and monitoring of "all" students.  Challenges do exist with ensuring services are not distrusted (aka IEP review) but overall the school is fully compliant.|The students are in Multi Grade Classrooms.  The teachers are versed in differentiation and ensure students are exposed to a board course of study.  Aspects of our curriculum are on-line such as music and foreign language opportunities thru Acellus.|As mentioned above we are at times impacted due to our size and being a rural school district.  With limited amount of staffing our teachers are not specialized in other coursework and or specials.  We do not have teachers who teach specialized courses (aka art, language, music).  When needed we use technology to support our course offerings.|With respect to outside learning environments and the need to do hands on learning the school has looked to implement a school garden.  This aspect will allow for the integration of mathematics, technology and science to support student learning.  There will be a set curriculum behind the school's garden.  In addition, the school is committed to having its teachers become ISTE Certified.  This certification process will empower teachers to utilize technology to support student learning.  With this teachers will be able to blend in so many more resources and aspects to positively impact student learning, student involvement, and ability to use technology with Digital Citizenship.||2021-06-15||2021                
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 Success 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 Desert Sands built its own LTE network to provide access for all. Effective PLCs 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.|Desert Sands schools offer open enrollment; with an approved application, students may request a transfer to any school within the district. This opens up opportunities for students that may show interest in specific programs that may be limited to one or more schools. Examples include: International Baccalaureate programs at Amelia Earhart Elementary, Benjamin Franklin Elementary, John Glenn Middle, and La Quinta High. Advanced Placement Capstone Program at Palm Desert High and Shadow Hills High. 20 Career Technical Education programs at all four comprehensive high schools and one alternative school. Pre-Advanced Placement courses in English I, World History, Music, Ceramics, Theatre, at one comprehensive high school. Advancement Via Individual Determination (AVID) has been implanted at all secondary schools and seven elementary schools. 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 learners 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.  When schools opened, families were provided with the choice of having their children remain in distance learning or returning to schools in a hybrid model.|Barriers include: Master schedules at the secondary level are limited by an inequity in class periods at some schools. Some DSUSD 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 ratios 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 is becoming more difficult. Students that are transported by bus are not able to participate in after school programs. The pandemic limited accessibility for our CTE pathway students to participate in internships and externships.|All schools have implemented MTSS and continue to build their tier structures. Desert Sands is providing professional development to support MTSS. Academic and behavioral support will ultimately lead to students being more engaged, connected, and in class.   The Connect One-to-the-World Initiative to twofold. First, every student has chromebooks (grades 2-12) or tablets (grades 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 district boundary, encompassing 750 square miles, 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 StudySync curriculum will better prepare our students in grades 6-12 with access to standards aligned curriculum. Benchmark Advance provides our elementary students with a similar curriculum. Although suspended in 2020-21 due to the pandemic, Desert Sands will  continue to support a continued college and career culture by providing access for all students in grade 11 to the SAT college readiness assessment.  DSUSD will continue to support a reduced high school counselor ratio at 400/1, allowing for more face time between students and counselors to support their needs. We will continue to support full time counselor at each elementary.||2021-06-22||2021                
33670586031959|George Washington Charter|7|All students attending WCS have access to and are enrolled in a broad course of study. When permitted    to do so we will resume activities and programs during and outside the school day.  TK-5 students    receive instruction and services in the least restrictive environment.|The beginning of the 2020-2021 school year was like no other. Before the school year started WCS surveyed, identified and reached out to families who did not have a device or were experiencing connectivity issues. Technology access and participation in remote learning was monitored. School personnel regularly reached out to families and offered support. When appropriate home visits were made. WCS students had a combination of synchronous and asynchronous instruction. Grade levels designated days in which parents would drive by the school and drop off assignments and pick up individual packets that augmented what was being taught online. PE, Music and Library continued while students learned remotely. As WCS transitioned to in-person instruction in March 2021 access to a broad course of study remained in place. Weekly engagement logs allowed school personnel to track students and offer support as necessary.|In a typical year it would be difficult to identify barriers and challenges in accessing a broad course of study. During the school shut-down some families experienced connectivity issues. WCS distributed Mifi and Baicells but there was a short period of time when the devices were on backorder. At some grade levels students had a chromebook, but due to the age of the chromebook it did not perform optimally. WCS ordered 400 additional chromebooks and once they arrived families came in and were issued a new device.|SEL emphasis to keep students engaged and provide support as needed. Purchase new technology for teachers and students. Ordered Mifi and Baicells to help with connectivity. Assisted families in securing resources for in-home internet. Ordered replacement material and devices that were lost or broken during the school shutdown. Survey and reach out to families in need. Robust Summer School program.|Prior to November 1, 2022 WCS will post that all public reporting requirements for the California School Dashboard local indicators have been “Met.” Required data and narrative summary information for each  priority area will be posted as noted in this presentation during the same timeline. As of the refresh of the California School Dashboard, currently scheduled for December 2022 as a “Modified Dashboard,” the WCS reporting for local indicators will maintain an indication of “Met” in all reported areas.|2021-06-16||2021                
33670586031991|Palm Desert Charter Middle|7|Palm Desert Charter Middle School (PDCMS) students each have a Humanities program, which includes 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, Drama, Music Appreciation), World Language: Spanish, AVID, AVID Excel, Robotics, Advanced Robotics, Foods, Advanced Foods, Art, Advanced Art, ASB, Renaissance, Drama, Advanced Drama, 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 to Humanities, along with our Special Day Classes for students with exceptional needs. We also have enrichment core courses 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 comprehensive 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.||2021-06-16||2021                
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 outcome 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.||2021-06-22||2021                
33670820120675|Western Center Academy|7|Ultimately, the data that we analyze to determine access to and enrollment in a broad course of study are our graduation and a-g completion rates. Our graduation rate has been 100% every year since we started our high school journey. In 2019, the most recent data available, our College and Career Readiness indicator was at 97%. We are continuously analyzing our course offerings, our electives, and our CTE pathways to give students the experiences that will lead them to graduation and college and career readiness. With a 100% gradiation rate, there are no gaps for unduplicated students or those with exceptional needs.|in our middle school grades, all students are enrolled in an identical schedule of Honors core courses and a STEM elective wheel. We then provide supports to ensure that they are all successful. In our high school grades, our curriculum is centered on Honors, AP, and dual enrollment courses with a focus on STEM coursework. Our counselor regularly monitors and meets with students to ensure a graduation and college-readiness pathway is being fulfilled and that their personal needs are being met.|Although we do not have entire subgroups showing gaps in either of these areas, we will always have individuals who struggle with the rigorous curriculum. We continue to expand our curriculum, expand the monitoring of student progress, and expand the supports that we provide all students in our care.|We have expanded our offerings for tutoring, added non-calculus pathways in mathematics, and have developed CTE pathways at the school. We will continue to provide more of these opportunities while continuing to monitor and support student success.||2021-06-08||2021                
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.||2021-06-28||2021                
33671160109843|Santa Rosa Academy|7|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.|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. 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.|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-promise student groups and monitoring their progress through Safety Net and SST.||2021-06-10||2021                
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 all middle schools and one high school; 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.||2021-10-12||2021                
33671570000000|Nuview Union|7|As measured by our Student Information System and CALPADS reports, 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.|As measured by our Student Information System and CALPADS reports, 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.||2021-06-24||2021                
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, Certified Nurses Assistant program and 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.||2021-06-24||2021                
33671730000000|Palm Springs Unified|7|PSUSD utilizes multiple reporting structures to monitor student access and enrollment in a broad course of study.  Reports are available within the district’s Student Information System, providing updates of current enrollment, attendance, and course access.  Customized reports are regularly developed and made available in response to new or refined inquiries.   PSUSD continues to use an internal data tool designed to track student progress towards meeting UC/CSU entrance requirements at the time of high school graduation.  Counselors continue to use the tool to modify scheduling practices to further promote access to a broad course of study, and revisions to the tool are made to add additional reporting features.  Monitoring structures are in place for English Learners to receive support 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. Traditionally presented in July, Educational Services presents the Instructional Program Report to the Board of Education outlining the district’s current practices and progress towards meeting instructional program related board policies.  Technology access, online learning application usage, and student engagement were also monitored closely during 2020-2021 to ensure access to courses and content during distance learning and hybrid instruction.|Access in 2020-2021 began with technology distribution to ensure students and families had the resources necessary to participate in distance learning.  Technology access and online learning application usage was monitored throughout the year.  All students accessed coursework via distance learning until April, when hybrid learning began. Elementary students participated in multiple subject classrooms accessed remotely during distance learning.  Courses continue to be offered in all required content areas in the middle school and high school settings, in both distance and hybrid learning models.  Learning hubs were implemented for chronically absent students or students needing additional supports to consistently access instruction.  Hubs were well attended throughout the year. Access to credit recovery options was increased via online course offerings and the “Mission Graduate” program.  Enrollment reports indicate student ethnicity group distribution across all sites mirror overall district rates in most course content areas, consistent with prior findings. Continued work is needed to increase enrollment of underrepresented ethnicity groups, male students, and English Learners (ELs) in advanced course offerings.  Gap closure efforts in UC/CSU entrance requirements completion continue as part of systemic improvement towards increasing successful completion of A-G coursework.|Due to COVID-19, 2020-2021 presented unique challenges in providing a broad course of study for all students.  Access challenges related to technology and internet needs were addressed through device and hotspot distribution, however participation and engagement in distance learning varied tremendously.  Student social-emotional stressors, mental health needs, and household financial implications surfaced as outcomes of school and business closures, contributing to disengagement from learning for many students.   Chronic absenteeism rates increased significantly from pre-pandemic levels, with all student groups reporting higher rates throughout the academic year.  This has created learning loss, unfinished learning, and significant declines in school connectedness rates. Although many families chose to participate in hybrid instruction during the final quarter of the academic year, higher rates of students and families choosing distance learning in the secondary level increased disconnection from school and credit recovery needs for many students. Extended learning opportunities were implemented both prior to and throughout the 2020-2021 academic year to lessen the impact of learning loss, accelerate intervention efforts, and provide social-emotional and mental health support to students.  Although these efforts were implemented, these offerings were not attended by all students in need of support which may have continued impact on student learning needs moving forward.|PSUSD continues to address student needs as part of providing a high-quality education for all. The focus on A-G completion is supported using reporting tools developed to monitor student access to and completion of A-G coursework. Courses were added to improve college and career readiness, including additional dual enrollment classes. English Learner (EL) students are provided with tiers of support to access course content and develop linguistic skills in English. The “Mission Graduate” program supports ELs in accessing needed supports to complete high school graduation requirements. Due to outcomes from school closures, “Mission Graduate” will be expanded to include additional student groups. Special Education student transition plans are developed to meet the post-graduation goals of each individual student. Additional home visits, teacher and community liaison contacts, and districtwide attendance initiatives were implemented to address increasing chronic absenteeism.  Social-emotional learning and school culture surveys continue to be administered to understand how students and the community connect and interact with schools. This year, a Distance Learning survey was conducted to measure the impact of distance learning due to the pandemic. The Family Engagement Center significantly expanded programs to connect families to resources and remove barriers for students. Other actions to improve instructional access and outcomes can be viewed in the LCAP at www.psusd.us.||2021-06-08||2021                
33671736032411|Cielo Vista Charter|7|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.|We also will be moving away from having our students fill out applications for course access.|Before COVID-19, CVC was a 1 to 1 school while on campus. Due to COVID-19, 2020-2021, the need for technology and the internet became even more imperative for students to access their course of study. Our Socio-Economic Disadvantaged and Foster Youth did not have consistent access to transportation to pick up monthly distance learning material distribution and/or visit tech depots to get their technology fixed and/or replaced.   As the number of students and families needing the internet increased, CVC continued to address the challenge by purchasing and distributing devices and hotspots, as well as mailing home material for distance learning.  Participation and engagement in distance learning varied. Student social-emotional stressors, mental health needs, and household financial implications surfaced as outcomes of school and business closures, contributing to disengagement from learning for many students.   Motivation and assignment completion rates decreased significantly from pre-pandemic levels, with all student groups, including ELs, Foster Youth, and our Socio-Economic Disadvantaged students, reporting lower engagement rates throughout the academic year. This has created learning loss, unfinished learning, and significant declines in school connectedness rates.   Summer learning opportunities will be implemented following the 2020-2021 academic year to lessen the impact of learning loss, provide recovery from unfinished learning, and provide social-emotional and menta|CVC continues to address student needs as part of providing high-quality education.    Teacher and school-wide incentives were put in place to increase engagement and attendance during distance learning. Home visits, teachers, CVC admin, and staff made personal phone calls home to connect with families, including all student groups - ELs, Foster Youth, and our Socio-Economic Disadvantaged students to offer and provide resources as well as remove barriers for our students and families. CVC worked closely with The PSUSD Family Engagement Center.    Social-emotional learning and school culture surveys continue to be administered to understand how students and the community connect and interact with schools.    English Learner (EL) students are provided with tiers of support to access course content and develop linguistic skills in English. Special Education student transition plans are developed to meet the post-graduation goals of each student.   This year, a Distance Learning survey was conducted to measure the impact of distance learning due to the pandemic.   Other actions to improve instructional access and outcomes can be viewed in the LCAP at www.cielovistacharter.com.||2021-06-08||2021                
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 to 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 Freshman Seminar class to support these 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, cyber security, 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|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 Freshman Seminar class to support these 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.||2021-06-29||2021                
33671810138610|Scale Leadership Academy - East|7|SCALE creates an individualized course placement and Individual Learning Plan for every TK-12 student, inclusive of special populations. In addition to 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 promotes CTE courses for any student who does not progress on the A-G path.|Currently we are in full implementation and approaching sustainability for providing a broad course of study for all students.  The A - G approval processes for courses has been a contributing factor to sustainability.  The struggles we have identified is maintaining the additional required meeting arrangements for families. We have secured this information with families, it is getting them prepared and becoming a regular routine.|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.||2021-10-23||2021                
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 and difficulty in recruiting native speakers into the program.|The district continued to contract 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 has in the past paid for the BCLAD authorization program for teachers interested in teaching in the DLI program. The district ensured administrators were bilingual at the DLI site. We are continually providing professional development to current DLI teachers.||2021-06-17||2021                
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 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. IHCS is continuously providing professional development opportunities to all teachers.||2021-06-02||2021                
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.||2021-06-16||2021                
33672070101170|California Military Institute|7|Student cadets at California Military institute use our student management system to select courses each year. All courses are open for students to select. Counselors review student requests for appropriate prerequisites, etc. This allows for 9th grade students to take AP coursework, and for 12th grade students to complete their graduation requirements in a timely manner. Students in grades 11 and 12 may also participate in additional science courses in our Project Lead the Way Biomedical program. College course offerings via dual enrollment and concurrent enrollment are open to those who meet the GPA and age requirements.|In 2019, CMI redesigned the Advanced Placement course offerings to help grow the access to and enrollment in these advanced courses. We began offering an opportunity for students to access the AP courses beginning in grade 9. While the number of students enrolled in AP courses is consistent since that time, students now have the opportunity to engage with the rigorous courses earlier in their high school years. By opening up language other than English classes for grade 8 (Spanish 1) and offering high school Geometry in grade 8, this allowed students with the capacity to advance the opportunity to do so, while still meeting the school’s required JROTC enrollment and other graduation requirements.  In 2019, we also added support classes for students who were struggling academically and needed to repeat courses. By adding Edmentum online courses, students could remediate failing grades and remain on track to graduate and meet the college preparatory A-G requirements.|CMI consistently meets our goal of 100% graduation rate, and currently maintains a 95% A-G college prep completion rate. Our students meet the locally selected measures for success.|We have  partnered with local schools and colleges where our students can participate in Advanced Placement and College courses not offered on our campus increasing access to a broad course of study. We have also begun the implementation of an Engineering Pathway which our students showed interest in.||2021-06-16||2021                
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 2020-21 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 2020-21 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 2019-20, as outlined in the RUSD VAPA Plan, could not be fully accomplished due to insufficient funding. Therefore, in Spring 2021, the RUSD Board of Education approved an increase in funding within the LCAP for VAPA to increase the number of VAPA teachers for students in elementary grades. This allows more elementary students to have organized and aligned music instruction. 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 2020-21, 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.||2021-06-17||2021                
33672150126128|REACH Leadership STEM 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 that include English Language Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, Health, and Physical Education and other studies as prescribed by the governing board. 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 lessons and standards covered, (4) pacing guides, (5) student access to 200 or more minutes of P.E. every 10 days, (6) access to the arts, (7) teacher professional development in project-based learning, whole brain teaching, leadership, trauma-informed & restorative practices, (8) ongoing classroom observations by an administrator and instructional coach, and (9) teacher feedback.|N/A|None|N/A|N/A|2021-06-28||2021                
33672310000000|Romoland Elementary|7|Romoland School District uses Aeries, a student information system, to monitor enrollment trends for access. Additionally, the school master schedules, school bell schedules, and CDE DataQuest are tools to monitor access.   Grades TK-5: Self-contained TK-5 elementary classes are developed with an intentional method in which the demographics of 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 students in grades 7 & 8, encompassing 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 grade 6 are ensured access to the elective wheel or AVID, providing: college and career readiness skills, growth mindset development, and technology use skills.|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.|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.|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 over multiple years.  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 many years ago.  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.   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 many years ago. In recent years, 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.||2021-06-22||2021                
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|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.||2021-06-15||2021                
33736760000000|Coachella Valley Unified|7|All students have access to a broad course of study in CVUSD schools. All students are offered the appropriate grade level content standards  in  the  least  restrictive environment.  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. High School Students have access to AP courses and district funded AP testing.|The system to ensure student access includes: - Academic plans/4 year plans/graduation requirement checks - A-G audits to ensure all courses are approved by the UC/CSU system - La Familia Continuation High School supports students who are behind in credits and get them back on track for graduation. - IEP teams ensure the best placement and supports to best meet the needs of our Students with Disabilities - Language Appraisal 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. - Migrant students are supported with a Migrant Outreach teacher, to provide resources and guidance.  - All Students have access to an iPad in all core classes - CTE Career Pathways and Programs at every site    *Coachella Valley High School offers Patient Care, Film, Public Safety, Hospitality/Tourism,  Agricultural Science, Mental and Behavioral Health, Horticulture, Cisco Networking,  and Engineering Design. 29 CTE courses are offered and all award A-G credit.     *Desert Mirage High School offers Aviation, Dance, Film, Professionals Theatre, Sports Medicine, Website Development, Green Energy, and Architectural Design. 22 CTE courses are offered, 14 award A-G credit.      *West Shores High School is a small school with only one CTE program: AP Computer Science. Courses award science and math A-G credit.|- La Familia High School – a continuation high school of approximately 120 students, does not offer a CTE Pathway, and West Shores High School, geographically the farthest school in our district boundaries, in Imperial County, only has one CTE Pathway.   - Master schedules at  the secondary level are restricted in opportunities for electives, advancement placement (AP) courses, and remediation options for CVUSD students because schools follow a six period day. Any possible changes must be within the negotiated CVTA contract day.  - Students  that  are transported  by  bus  are not able to participate in after school programs. In a district that covers 1,200 square miles, many of our students rely on transportation by school bus.|The district has taken the following actions in response to the data to ensure all students have access to a broad course of study.  - Multi-tiered System of Support (MTSS) – All schools have implemented MTSS and continue to build their tier structure - CVUSD is looking at adding another CTE Pathway for West Shores High School and a CTE Pathway for our continuation high school. - CTE pathways are also expanding to middle and elementary schools to get students engaged before they enter high school.  - CVUSD is piloting a STEAM program at 6 elementary schools during the 2021-22 school year.  - Dual Language Programs will continue at all elementary and middle schools, with anticipated expansion to our high schools in the coming years. - CVUSD continues to offer a robust Ethnic Studies program with many different course options. - CVUSD will continue implementation of the CCGI college and career readiness program, and extend it to 7th and 8th grade students to prepare their 6 year plans. - CVUSD will continue to promote Dual Enrollment to our high school students as we continue our community partnership with our local Community College.||2021-06-24||2021                
33736760121673|NOVA Academy - Coachella|7|All students have access and are enrolled in a broad course of study offered at NOVA Academy, and 80.5% of students who graduated in 2021 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 24 students benefitted from the program.|?	Students qualify to take college courses if they earn a 3.0 GPA or higher. Students can 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 second-semester 9th-12th grade can take courses at the college level; Seniors are also provided with an opportunity to take a college-level entry class called College 001 to prepare them for the transition from high school to college.|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.  The LEA is also utilizing results from Renaissance-Star assessments to determine appropriate interventions for development.|Students who received 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 and the Academic Intervention Specialist. Students regularly have agenda checks through this program, instilling essential academic and life skills to the students. When students raise their GPA above 2.0, they “graduate” the program, but they remain connected. The Academic Intervention Specialist cultivates relationships with them to help them feel supported and encouraged.||2021-10-14||2021                
33751760000000|Lake Elsinore Unified|7|Even during the Pandemic, LEUSD continued its goal to meet Priority 7. The Pandemic did  place a tremendous emphasis on providing what was needed to students – all students – even  those who struggled with dis-engagement, low performance, or their social emotional learning  needs. Tracking measures this year were specifically tied to attendance, progress reports, grade  reports, and opening opportunities for students to connect. After the first quarter, data suggested  even though many secondary students were doing well (much like pre-Pandemic), some students  were struggling with distance learning. These data were consistent with the attendance data being  generated through Infinite Campus (IC) as bus drivers were tasked with calling those families  with students who were not engaged with their teachers. Questions were asked and from the  answers, District staff advised the principals on the needs of these families, whether it be  instructional technology, or some other need. At semester, at the high school level, six additional  staff were hired at Ortega High School where 250 students transferred to meet their graduation  requirements. These transfers were extremely successful with OHS graduating these previously  on-track (graduation) students! The remaining text to this prompt may be viewed on the  6/24/21 Board Meeting Agenda Item labeled, Local Indicators.|During the Pandemic, LEUSD worked together with stakeholders to provide students access to a  broad course of study – even though the District could not provide in-person learning until spring  2021. The Pandemic brought about many successes as well as many challenges as students were  able to access the curriculum and their teachers but were not always able due to circumstances  16 the student and/or family may have not been able to control. In winter 2021, District staff worked  with high school staffs to identify those senior students who were struggling with meeting their  graduation requirements. For students to provided additional access to a system that would better  meet their needs (quarter-based system), six (6) additional teachers were hired at Ortega High  School, an alternative setting, where students could recover their credits at a pace that would  culminate in their graduation. The students who transferred (approximately 250 seniors and  juniors) were extremely successful and the seniors – they were able to graduate! During the  Pandemic year, Ortega HS served approximately 675 students – leading to over 300 graduates. In  a typical year, Ortega HS graduates approximately 200 seniors! A learning recovery plan has not  just been built for graduating seniors. The Pandemic has allowed the District an opportunity to  provide learning recovery programs for all levels! The remaining text to this prompt may be viewed on the  6/24/21 Board Meeting Agenda Item.|The Pandemic allowed the District to progress in a myriad of ways, but the computer science  pathway and developing additional Dual Enrollment opportunities are still identified areas to  pursue. This year, another barrier that has been recognized centers on declining enrollment. Over  the next seven years, enrollment projections are to decline by 13% by 2027/28. As District staff  mitigate the decline, it will be important to make specific decisions centered on student needs – specifically with providing students with access to a broad course of study.|As reported above, the addition learning recovery courses throughout the District will be of a  high importance as the District returns to in-person learning. The ‘Gift-of-Time' (retention at the  elementary grades) and deficit skills/credit recovery courses will support those students who  struggled during the Pandemic. These programs will be offered as an open entry/open exit for  those students who have a range of needs (minimum intervention to intensive intervention).  Lakeside High School staff are excited to bring back the Athletic Training program as students  17 will be able to participate in career-ready situations not only learning new skills, but perfecting  those skill sets already learned. In response to stakeholders, the District has opened an  elementary Distance Learning Program (1st through 5th grade) to meet the needs of families who  have not yet made the commitment to return to in-person learning. The elementary DLP will  allow students to attend their neighborhood schools with their friends who live in their  community. Their teacher will offer instruction in a virtual format, much like the distance  learning offered in 2020/21. The remaining text to this prompt may be viewed on the  6/24/21 Board Meeting Agenda labeled Item, Local Indicators.||2021-06-24||2021                
33751760120204|Sycamore Academy of Science and Cultural Arts|7|The locally selected measures or tools that SASCA 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 includes PowerSchool, 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 broad course of study. The staffing and course scheduling decisions are based on the enrollment needs of our student population. For students with special needs, plans are developed to address all of their needs, while in the general education classroom, during their IEPs. For students who are designated as at risk, English Learners, or have a learning disability, additional support and services are provided by designated support staff to meet their individual needs during the school day. All students regardless of student group, are offered after school tutoring if they are not demonstrating progress in any of their classes.|For our current enrollment, there are no barriers preventing the SASCA from providing access to a broad course of study in both our home school and our site-based programs.|Several of the new LCAP goals and the corresponding actions for those goals 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 the MTSS system.|Goal met|2021-06-21||2021                
33751920000000|Temecula Valley Unified|7|The locally selected measures that TVUSD uses to track the extent to which all students have access to, and are enrolled in, a broad course of study are graduation rate, a-g completion, enrollment in AVID, CTE, and AP courses.|All students have access to a broad course of study.  When considering a-g course completion, there was a lower percentage of Students with Disabilities and English Learners that had met a-g requirements in comparison to other student groups. When considering graduation rates, students experiencing homelessness had a lower percentage as compared to other student groups. Enrollment in AVID, CTE, and AP courses varies by student group based on student choice and demonstration of prerequisite skills.|There were no barriers preventing TVUSD from providing access to a broad course of study for all students.|In response to the results, an additional 7th period was added for the 21-22 school year to allow students even greater access to courses and provided an opportunity to complete online courses.  Additionally, Educational Assistants were added to support English Learners in high school in core content classes and in English Language Development. AVID and CTE programs have also been expanded to allow for additional access.||2021-06-29||2021                
33752000000000|Murrieta Valley Unified|7|1.	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 identified student groups in advanced coursework.  All students are encouraged to take and placed into advanced coursework based on local assessments.  MVUSD collects AP, IB, DE and AVID participation data annually by student group to monitor enrollment with the goal of increasing participation rates for identified student groups at the high school level.  In addition, MVUSD tracks unduplicated and identified student group progress and “F” rates at each grading period to provide intervention and acceleration opportunities.  We track A-G and CCI completion rates by school and district-wide by student group to help us reflect on our practices and increase student learning and achievement.|2.	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 unduplicated and identified student groups (including African American and Latinx students).  CTE pathways vary by high school site due to teacher credentials, facilities, program requirements and resources.|3.	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. Finally, the impact of the pandemic has created a barrier for students who have experienced learning loss or a lack of engagement during this school year.  These barriers will continue be addressed as we move into 2021-22 school year.|4.	MVUSD continually strives to improve systems that promote student access to a broad course of study.  The district piloted an embedded advanced English program at one of the middle schools which resulted in more students accessing advanced English coursework.  This instructional model was paused due to the pandemic and the implementation of virtual learning.    The district is reviewing student progress on local assessments and placing middle and high school students into advanced English and math coursework.  This 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.||2021-06-17||2021                
33752420000000|Val Verde Unified|7|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.    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.   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.|Currently, no significant differences across school sites or between student groups have been identified in access or enrollment to a broad course of study.  All elementary students are provided access to English, math, social sciences, science, visual and performing arts, health and physical education. Second through fifth-grade students have access to music instruction. 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.  All middle schools, in addition to the core courses in English, math, social sciences, science, health, and physical education, offer electives courses in Visual & Performing Arts and World Languages, applied arts, and Career Technical Education 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.  All high schools offer electives courses in Visual & Performing Arts, World Languages, and Career Technical Education in addition to the core courses in English, math, 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.|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.  Investments in our credit recovery and summer school programs have reduced the barriers to access by reducing the need to repeat coursework during regular academic schedule time.|Funding for additional World Language, Career Technical Education, and Visual and Performing Arts teachers at elementary, middle and high school levels has been included in previous years and will continue in the current plan for the foreseeable future.  Funding for facilities, equipment, and supplies to support the additional programs have been allocated in the past and will continue in the current plan for the foreseeable future.  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 be expanded as students demonstrate an interest in certain industry sectors and to meet the needs of the local businesses.  Additional counseling staff has been added to provide adequate resources to ensure monitoring of graduation and college & career readiness.  Teachers are continuing to be trained across the district on how to effectively create and sustain effective co-teaching and implement a Universal Design for Learning (UDL) to ensure maximum opportunities for inclusion of Special Education students in general education classes.||2021-06-15||2021                
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. A staff survey administered in spring 2021 was also used to assess whether students have access to the following areas of study: Math, Reading/Language Arts, History/Social Science, Science, Fine Arts, Health/PE, Computers/Technology, and Career Technical Education. Data regarding course enrollment is published annually on the SARC.|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. Important to note is that although access to a course may be possible, it may not always occur due to the type of program that students are in or the specific areas in which they need to obtain credits to graduate.|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.||2021-06-22||2021                
34103480136275|Fortune|7|Bell schedules, student handbook, and course enrollment reports.|There are no differences across sites.  Our scholars all have access to core curriculum in ELA/Humanities (Social Science), Math, and Science that is uniform across our system.  All scholars have access to music or art.  We also have Education Specialists and Instructional Aides in order to for all scholars to have access to these courses.|All scholars have access to a broad course of study.|During distance learning, we created access for all scholars by making our program pandemic-proof.  This includes creating synchronous and asynchronous learning opportunities in all subjects, and regular small group time to close gaps.||2021-08-26||2021                
34103480140160|American River Collegiate Academy|7|All schools in the Rocklin Academy Family of Schools organization track 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 Family of Schools students are enrolled in a broad course of studies.|No barriers have been identified at this time that would prevent students from accessing a broad course of study.|We will continue to regularly evaluate our course offerings, class schedules, and master schedules to ensure that all students, including unduplicated student groups and students with disabilities, have equal opportunities to access a broad course of study and meet standards for Priority 7.||2021-06-14||2021                
34672800000000|Arcohe Union Elementary|7|All students at Arcohe have access to variety of courses to enhance their experience.  Academically, we currently accelerate students in both ELA and math if they show an aptitude in these areas. Additionally, we have leveled reading and math help for students who require additional assistance to material they have not mastered.    For enrichment, all TK-5 students have access to both Spanish and Music as part of their normal school day.  Students in grades 6-8 have a choice between ten different elective offerings.  Courses include: Spanish, Music, Coding, Sewing, Yearbook, Leadership, Dance, Bootcamp, Art, and AVID. The goal of the program is to provide courses of study of interest to students to spark their interest in a particular field.|As listed above, the elective offerings have expanded over time as new courses of study have been developed based on both teacher and student interest.   The next step in the process is to create multi-year courses of study for classes like Coding, Spanish, and Art that link to CTE programs or other high-school level courses.|The biggest barrier the school faces is having enough available staff to provide specific courses of interest to students. For instance, there is a call to provide a metal and wood shop class at school but the school does not currently employ a teacher with this credential nor does the school have the space to provide the class if a staff member was found.  Given the limited resources, the district cannot provide all courses of study other larger districts can.|Continue to survey students and families regarding interest in future courses.  Also, the district tries to offer after-school sessions in a mini-lesson format to provide opportunities not normally offered during the school day.||2021-10-21||2021                
34673140000000|Elk Grove Unified|7|For elementary school students, 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 over the course of a school year were counted as having a broad course of study. 2019-20 is the latest full year representing this measure and is described below. Grades covering the full 2020-21 year will be reported with all EGUSD’s LCAP Metrics in Fall 2021. 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, AVID, Advanced Placement (AP), and International Baccalaureate (IB) classes. For middle schools, the focus is the percentage of students who had taken an Honors/Accelerated or AVID course upon promotion to high school. For high school, the focus is on the percentage of students enrolled in one or more Honors, AP, or IB courses. Enrollment rates are reported and monitored districtwide and for each school by grade level, ethnicity, and all accountability student groups.|In 2019-20, 83% of elementary students received a broad course of study, as shown by report card grades in each of the six content areas.  Districtwide, 100% of students received English and Mathematics, 97% received Science/Health (up from 93%), 96% received Social Science (up from 92%), 86% received VAPA (down from 89%), and 99% received PE. COVID-19 Priority Standards in ELA and Math were provided to all K-6 classroom teachers to assist staff in making critical decisions regarding their instructional actions with allotted minutes. The reduction of instructional minutes likely resulted in a reduced focus on VAPA.  In 2020-21, year-to-date data show 56% of middle school students will have taken an honors/accelerated or AVID course upon promotion to high school. Considerable variation exists in enrollments by ethnicity and student group. By ethnicity, the percentage of students ranged from 41% for African American students to 73% for Filipino students.  Among other student groups, the percentage ranged from 11% for students with disabilities (SWD) to 50% for socioeconomically disadvantaged (SED) students.   At the high school level, 47% of students were enrolled in one or more Honors, AP, or IB courses in 2020-21. By ethnicity, the percentage of students ranged from 28% for American Indian students to 63% for Filipino students. Among student groups, the percentage ranged from 6% for students with disabilities (SWD) to 40% for socioeconomically disadvantaged (SED) students.|The primary barrier preventing broad course of study for all students in the 2019-20 and 2020-21 school years was the COVID-19 pandemic and challenges in students’ attendance and engagement and fewer instructional minutes.  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, accelerated, AVID, AP, and IB courses are available to students. The district has removed traditional barriers to enrollment (e.g., course prerequisites, parent permission), but challenges persist around reaching all students with information to help them make more informed choices. One of the challenges is differential levels of student awareness of the relevance and importance of such courses to future aspirations and success. 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 experience. Consistent, high quality, and culturally responsive instruction could remedy barriers to student preparedness for such courses.|For elementary, the expectation of instructional coverage of all subjects will be clearly communicated to principals who will work with grade level teams to ensure full content coverage. The district’s VAPA director has provided innovative programs for increased VAPA content coverage.  The district will continue its strategies to increase enrollment in rigorous courses. The California College Guidance Initiative (CCGI) helps ensure that secondary students have college/career support, with tools to guide them through the college/career planning process. CCGI will streamline application processes to the UC, CSU, and community college systems.   The district will provide professional learning to improve instruction through a Framework for High Quality Instruction, which integrates existing research into a framework focused on principles of instruction rather than specific methods.  The district committed to a series of Outward Mindset trainings for all staff. The training challenges staff to see others as people with goals, needs, and concerns as important as their own.  The district initiated the Representation in Advanced Coursework Task Force to advance access, participation, and success in rigorous courses.  The task force began meeting in May 2021 to identify real and perceived barriers that students face, investigate equitable opportunities to participate in courses, and if students are provided with sufficient preparation and supports needed to be successful.||2021-06-25||2021                
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. One of the assessment tools utilized by CMP is the i-Ready diagnostic assessments in reading and math.  This measure of progress provides 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 didactic Montessori learning materials •	State-adopted core instructional materials  •	Technology based programs for all grade levels, including Rosetta Stone foreign language program, i-Ready reading and math monitoring program •	Curriculum Level Lead Teachers at each campus •	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 •	Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations •	Monthly Principal’s Café or designated time for parents and community members to meet with and talk to the Principal|With the establishment of the California 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  •	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 following steps have been or are being taken to increase access and opportunity for all CMP students:  •	To fully utilize technology to offer supplementary programs, such as i-Ready to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  I-Ready 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 i-Ready 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 is hiring Math Specialists to support campus math instruction.|Additionally, the following steps have been or are being taken to increase access and opportunity for all CMP 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).  •	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.|2021-06-14||2021                
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.||2021-06-25||2021                
34673146112254|Elk Grove Charter|7|Elk Grove Charter measures student access to, and enrollment in, a broad course of study based on student enrollment in Career Technical Education (CTE) classes, Advanced Education (dual enrollment) in Los Rios Community College courses, and completion rates of comprehensive and alternative diploma requirements. A unique feature of EGCS’s instructional program is that students and their families may determine which diploma requirements they will complete. As well, the school’s alternative school schedule allows students to take both college classes and CTE courses at other district schools during the typical school day.|In 2017-18, 53% of students were enrolled in one or more CTE courses, in 2018-19 this increased to 90%. Since 2018-19 the percentage of graduates who completed a CTE course dropped to 64%. Disaggregated data is not clearly attainable due to our small school size in order to protect the identity of students in certain groups.  Advanced Education (dual enrollment) is the primary vehicle for students to complete all a-g requirements; due to facility limitations, the school did not offer a second year of lab science until the 2020-21 school year. Through an agreement with an EGUSD teacher, we offered Physics through a distance learning/ISP model. Students can also take courses at the local community colleges through the school’s Advanced Education program. The alternative schedule of EGCS students provides them with the ability to enroll in a wider variety of courses that are offered during the traditional school day. In 2019-20, 21 students completed advanced education courses.  In 2020-21, 16 students completed advanced education courses.  EGCS is the only school authorized by EGUSD to provide students with access to a comprehensive a-g diploma track or alternative education diploma track. By default, students matriculate through the comprehensive a-g college preparation diploma track; however, students needing credit/skills recovery can choose the alternative diploma route.  For the graduating classes of 2020 and 2021 78% completed the comprehensive diploma requirements.|Every student at EGCS has access to EGUSD’s Explore CTE courses offered at various school sites throughout the district. 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 diploma, CTE courses are often viewed as additional elective courses that are not required for graduation.  Advanced Education opportunities for EGCS students are limited to students with a GPA of 2.7 or higher. Course pre-requisites and transportation can be barriers to accessing Advanced Education courses. Currently, tracking advanced education completers is dependent on the student providing a copy of his/her official transcript from the community college.  This impacts our ability to accurately assess our students’ access to this opportunity.  Most students choose the alternative diploma track because of credit deficiency prior to enrolling at EGCS; that status is the primary barrier to accessing the school’s comprehensive a-g course offerings. Likewise, the staff’s capacity to address credit deficiency through course planning, high quality instruction, and social emotional support are additional barriers to increased student success. EGCS ISP teachers need more and better training on a-g requirements and how advanced education and CTE courses relate to higher college and career preparedness rates.|EGCS will continue existing strategies to increase enrollment in a variety of courses on campus, in the district’s Explore CTE courses, and community college Advanced Education program. EGCS is developing CTE pathways to be offered at the school. In addition to course development and facilities planning, local business partnerships will also be needed.   Barriers to Advanced Education enrollment are being addressed through a more clearly defined local course planning and approval process as well as articulation with the Los Rios system to receive course completion data.   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 participates in EGUSD-delivered professional learning opportunities to improve instruction through a Framework for High Quality Instruction, which integrates existing research into a framework focused on principles of instruction rather than specific methods.  In addition, EGCS staff members are able to participate in EGUSD steering committees and other initiatives. One example is Outward Mindset training, which challenges staff to see others as people with goals, needs, and concerns just as important as their own.||2021-06-25||2021                
34673220000000|Elverta Joint Elementary|7|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. 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. In the Covid-19 learning environment, students are supported in their learning with technology that helps access curriculum at school or at home.|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 students have access to standards-based instruction daily in ELA, ELD, Mathematics, Science, Social Science, VAPA, World Language and Physical Education. Online synchronous and asynchronous learning can take place when needed.|Identification of any barriers preventing access to a broad course of study for all students. The broad course of study available to our students is the core instructional program for all students, including students with disabilities.|Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study 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.||2021-06-15||2021                
34673220127860|Alpha Charter|7|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. 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.|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 students have access to standards-based instruction daily in ELA, ELD, Mathematics, Science, Social Science, VAPA, World Language and Physical Education.|Identification of any barriers preventing access to a broad course of study for all students. The broad course of study available to our students is the core instructional program for all students, including students with disabilities.|Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study 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.||2021-06-15||2021                
34673300000000|Folsom-Cordova Unified|7|Music: 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 classes 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 the use of college and career clerks who proactively identify students for enrollment.   CTE: FCUSD is consistently working toward increasing access to high-quality CTE programs for all district students in preparation for college and career readiness.|Ensuring access:  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.” During COVID, many of these experiences and opportunities had to be modified to work as best as possible in an online environment. But as FCUSD intends to return to a traditional schedule during the 2021-2022 school year, our VAPA program will pick back up where it left off before the state went into lockdown.|Barriers to access:  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 and has just opened a new building specifically to support CTE programs at Folsom High School. The district is also extremely aggressive and highly successful at obtaining grants to support CTE programs.  With a full-time district-wide CTE coordinator we are also continually building community partnerships to provide our CTE students real world opportunities and experiences.    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, as well as the costs for repairing and replacing musical instruments through general wear and tear.  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.|CTE: FCUSD CTE grant funded an Elementary Lead Teacher and a Secondary CTE Coordinator, and created district CTE Pathways and multi-year strategic plan. We also 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. (i.e, 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). While all of these groups and interactions had to take place virtually for the last year, the district was persistent in ensuring the same level of stakeholder engagement and interaction took place, and we look forward to continuing that work in the upcoming school year.||2021-06-17||2021                
34673480000000|Galt Joint Union Elementary|7|Galt Joint Union Elementary School District (GJUESD) tracks progress in meeting Priority 7 standards by undertaking a review of course offerings and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Reports can then demonstrate access and participation in a broad course of studies for each of our schools. Access was provided to all students. However, due to the challenges brought about by the pandemic, access was provided to all students, but it is still unclear to which degree students fully participated and level of engagement during distance learning.|For the 2019 - 2020 year, 100% of GJUESD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All GJUESD students in grades TK – 6 were enrolled in a broad course of studies. All elementary schools offered access in the areas identified as a broad course of studies for grades 1-6. Elementary students had access to some courses, such as visual and performing arts, either in a synchronous or asynchronous manner. After school programs could not be offered online. All GJUESD secondary students had access to a broad course of studies within their school offerings. However, the degree to which students fully participated in a broad course of studies is still unclear at this time.|Over time, GJUESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. Due to the pandemic and the challenges faced with online platforms, participation in music, dance, plays, piano lab, etc. access was limited.|Barriers preventing GJUESD from maximizing broad course of study offerings to all students included a lack of time during the regular school hours. The amount of time spent in front of a Chromebook for core subjects had to be balanced with asynchronous assignments. One continued barrier is within the limits that credential requirements place on secondary staff. Career and technical education, as well as world languages continues to be at the exploration stage. As GJUESD continues to assess a broad course of study for all students, additional collaboration is planned with the Galt Joint Union High School District to address common interests and needs to identify mutual resources available to both districts.||2021-06-21||2021                
34673550000000|Galt Joint Union High|7|To track the extent to which all students have access to and are enrolled in a broad course of study, the Galt Joint Union High School District tracks four metrics: Graduation Rate, A-G Completion Rate, Career-Technical Education (CTE) Participation Rate, and Advanced Placement (AP) Participation Rate.  The Graduation and A-G Completion Rates show whether students are accessing the core curriculum that the district provides and how well unduplicated students and students with disabilities are able to progress through the core curriculum and take the higher level math and science classes required tomeet the rigorous requirements set forth by the UC/CSU systems for college admissions.  The CTE and AP Participation rates provide a snapshot of whether students are extending their learning beyond the core curriculum and participating in our Career-Technical Education Pathway and Advanced Placement courses.|While 92% of seniors graduate, those percentages are lower for students with disabilities (86%), homeless youth (84%), and English learners (79%).  94% of students are graduating at Galt High and 96% at Liberty Ranch.  At Galt High, 69% of homeless youth are graduating, while 96% are graduating at Liberty Ranch.  87% of students with disabilities are graduating at Galt High and 94% are graduating at Liberty Ranch.  The graduation rate at Estrellita is 60%.   Similarly, while 54% of students in the district are meeting the UC/CSU A-G requirements, only 20% of English learners, 26% of students with disabilities, and 45% of low-income students are completing these requirements.  At Galt High, 37% of students overall, 30% of low-income students, 0% of English learners, and 0% of students with disabilities are meeting the A-G requirements.  At Liberty Ranch, 74% of students overall, 70% of low-income students, 7% of English learners, and 52% of students with disabilities met the requirements.   While 23% of students are taking one or more AP courses, only 5% of English learners, 4% of students with disabilities, and 15% of low-income students are doing the same.  More English learners are participating in AP courses at Galt High (7%) than at Liberty Ranch (0%).   Districtwide, 18% of students are in a CTE pathway, while only 6% of English learners are doing the same.  There are not any significant differences between the sites or among the other subgroups.|Based upon the metrics, student grades, and discussions with counselors, teachers, and administrators, the most significant barrier that keeps students from accessing the full range of courses that are offered at their school is students failing and needing to retake classes.  This has a compound effect on a student’s ability to access courses.  First, it prevents students from moving on to higher level courses in a subject area until they can pass the lower-level course.  This requires that they retake the course, sometimes multiple times until they pass, which also reduces the number of periods available in the student’s schedule to participate in electives and CTE courses.  Furthermore, English learners and students with disabilities are usually required to take additional support classes, like designated English Language Development or Curriculum Support, which already impact their ability to take as many electives and higher level courses as their peers.  When this is compounded with the need to repeat coursework because they were not able to pass the first time, it becomes very difficult for these students to access the full scope of courses we offer or to progress to the higher level coursework.  Another barrier for students, specifically unduplicated students and students with disabilities is a lack of knowledge about the courses that are available to them or a sense that a particular course is “too hard” or “not for me.”|For the 2021-22 school year, the District is focusing efforts on developing more equitable grading practices and providing more supports and interventions for students who are struggling to prevent them from failing their coursework.  Also, the District has expanded its summer school offerings so more students can make up failed courses during the summer and continue with the regular sequence of coursework during the school year without impacting their ability to take electives.   The District will also continue to offer the Flex Academy program to provide students with the ability to make up failed courses during the school year.   The District will be hiring an additional counselor increase the Counseling Department ability to work with individual students regarding academic progress and achievement and in the course selection process. The District will also be refining the Course Catalog to make it more accessible to students. Departments will be tasked with developing strategies to better market and encourage all students to take their courses, including evaluating prerequisites and course requirements to make sure that they are not there to prevent or scare students away from taking the class.||2021-06-10||2021                
34674130000000|River Delta Joint Unified|7|River Delta USD uses the Aeries student information system and Dataquest on the California Department of Education 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 reports we have found to be the most helpful are 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 student in relation to our overall student enrollment. We identified 70-75% of our students have access to an 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.|RDUSD will implement in the 2021-2022 school year, the board approved Master Plan for English Language Learners. 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.||2021-11-09||2021                
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 in multiple subject areas including the visual arts, technology, world language and physical education. The LEA 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.||2021-06-24||2021                
34674210132019|Paseo Grande 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 and students by grade level for 2020-2021 for the first semester. 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|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, and online learning. Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate. If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses. The group with the lowest participation in foreign language for our foster youth. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex. 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 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 and Professional Skills courses are tracked and reported to our stakeholders. We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-09||2021                
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 and students by grade level for 2020-2021 for the first semester.  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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language for our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex.  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 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 and Professional Skills courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-09||2021                
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, A-G course sequence on-track status, and 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 2019-20 and 2020-21 results for the identified metrics indicate that many of the significant inequities reported on in prior dashboards remain.    Gaps in access are present in AP and A-G on-track status for these student groups: English learners (EL), Foster Youth (FY), Homeless Youth (HY), Socioeconomically Disadvantaged Students, Students with Disabilities (SWD), African American students, American Indian or Alaska Native students, Hispanic/Latino students, and Native Hawaiian or Pacific Islander students. While 25% of all 10th-12th grade students are enrolled in at least 1 AP course, less than 10% of ELs, FY, HY, and American Indian or Alaska Native students are accessing this coursework. Similarly, 54% of all high school students were on track for A-G eligibility status at the time of measurement. This rate was below 30% for FY, HY, and SWD.  Four additional student groups were above 30% but below the 40% threshold.  CTE pathways exhibit more equitable access across student groups, with most student groups near the 24% enrollment rate for ‘All students.’ Foster Youth (18%), Homeless Youth (19%), American Indian or Alaska Native students (18%), and Filipino students (16%) have the largest gaps. Overall, the results for 2020-21 were very similar to 2019-20 results, revealing relatively minimal movement for ‘All students’ and most student groups. Notable results included significant decreases for HY and American Indian or Alaska Native students in all metrics.|Existing barriers have included the lack of equitable 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.  A key goal in the new LCAP is the provision of a consistent and coherent Tier 1 educational experience for all students, regardless of school choice, zip code, or classroom.  The systems in place that drive student course and program placement and eligibility remain significant barriers to providing a broad course of study for all students.  While some progress has been made in this area, students in SCUSD still do not have equitable access to a broad course of study and a student’s available course options can vary widely depending on their school or program of attendance.  This includes differential access to Advanced Placement coursework, CTE pathways/programs, specific A-G coursework, and co-curricular activities.|SCUSD is continuing past efforts to establish centralized systems and processes for academic counselors to conduct regular student schedule reviews and address identified scheduling needs in a timely manner. The A-G counseling benchmarks establish a rubric to help counselors and students understand progress toward course completion. 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.  An example of targeted efforts in 2021-2022 is a partnership with Improve Your Tomorrow (IYT) to specifically support African American males in grades 7 & 8.  with culturally relevant college and career readiness enrichment activities prior to enrolling at Luther Burbank HS.  This will help students by expanding their career awareness so that they feel more empowered when selecting a pathway in HS.  The desired outcome is to support students through HS by providing mentorship, work-based learning opportunities, support with employability skills, and increase the number of students who are “completing” a pathway and ultimately matriculating to higher education or into the workforce.  The district is also exploring expanded collaboration with Sacramento City College partners to develop a process for our students with disabilities to more easily access college supports while taking AP classes and to more seamlessly matriculate post-HS.||2021-06-24||2021                
34674390101048|St. HOPE Public School 7|7|St. HOPE Public School 7 (PS7) utilizes the Master Schedule to ensure that all scholars, 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 scholars, 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 standards and ultimately to getting scholars to and through college.|All scholars are placed into a broad course of study and receive specialized instruction as needed to meet their needs as measured by creating scholar schedules within the Master Schedule. All scholars with exceptional needs are enrolled in a homeroom that consists of a general education teacher and an Educational Specialist or Teaching Assistant.  This allows the PS7 program to provide specialized instruction with small groups and targeted instruction based on data and scholar need. In addition, all scholars have access to curriculum-aligned instructional materials as indicated on the SARC. Middle school scholars currently do not take courses in Career Technical Education as defined as a broad course of study for scholars in grades 7-12 and scholars cover health in their P.E. courses. 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.  In addition to that,  the school prioritizes exposing scholars to a broad course of study by enrolling all scholars in grades TK-5 in an art, music and PE/Health course.  In grades 6-8 scholars are enrolled in PE/Health and one additional elective.  The small student population prevents the school from having several different elective courses to offer students|The school's focus on moving scholars 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). In recent years the school has added art, music and foreign language to its course of study and will explore additional areas to further broaden scholar access to additional content.||2021-06-29||2021                
34674390101881|New Technology High|7|UC Merced Equity and Access Beta Tool.  This is a tool provided by the district.|With regard to a broader course of study for students, New Technology High School requires all of its students to participate in the Advanced Education Program at the local Community College.  Since New Tech is not currently able to offer AP courses, students are encouraged to take college courses that match their degree of study and future goals.|New Technology High School is a small dependent charter school in the Sacramento Unified School District.  As such, the school is responsible for its own funding through categorical funds and ADA.  Prior to the COVID school closures the school's enrollment significantly decreased.  This significantly impacted the schools ability to offer access to a broader course of study.|The best way New Technology High School will be able to offer a broader course of study for our students is to increase enrollment.  Therefore, our efforts will be in student recruitment and retention.||2021-09-29||2021                
34674390101899|George Washington Carver School of Arts and Science|7|All ninth through twelfth grade students are enrolled in A-G required courses. Carver is a full inclusion school that allows all student access to Carver Pathways.|Academically gifted students are encouraged to move forward at their own pace, and delve  deeper into course topics of personal interest. vWe counsel students to enroll at the local  community colleges, AP Classes, and the ACE program through Sacramento State University.  Students can take up to 18 units at Carver and earn CSU credit. These classes include US  History, English 12, Environmental Science, Government and Spanish 3. Through these schools  and programs, our students can enroll in and take college level classes, creating a college  transcript and earning college credit. We offer two AP classes—AP Studio Art and AP Calculus.  We also offer two AP prep courses and testing in AP US History and AP English Literature and  Composition. We offer international travel opportunities in the summer and also two month  exchanges during the schools year. Students have the opportunity to participate in Student  Government.|COVID-19 has caused students that have tested positive for COVID-19 or have been in close contact to be quarantined. Quarantine cause students to be away from the learning environment without direct access to peers in collaborative groups and teachers.|Students in quarantine are provided access to their course work and teachers through Google Classroom. Technology (Chromebooks, cell phones, etc.).  Teachers and staff provide access to students and parents utilizing Zoom and email.||2021-06-03||2021                
34674390101907|The MET|7|To Track student access and enrollment in a broad course of study, The met will use the following measures to examine participation of unduplicated student groups and students with exceptional needs: A-G course sequence on-track status, enrollment in Panther Pipeline (Partnership with Sacramento City College), and internships.  The Met 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 2019-20 and 2020-21 results for the identified metrics indicate that many of the significant inequities reported on in prior dashboards remain. Gaps in access are present in A-G on-track status for these students: English learners, Foster Youth, and Socioeconomically Disadvantaged Students.   Also, gaps are apparent in College and Career Readiness.  Met students intern twice weekly however this is not apparent in the dashboard data for all students.|Existing barriers have included that all students and students within each student group need be consistently challenged within the standards-aligned  context to ensure that they are prepared to take on later challenges of Sacramento City College coursework and robust A-G curriculum. The system in place that drive student course and program placement remain significant barriers to providing a broad course of study for all students.  This is in part due to over the last few years the number of course offerings provide by The Met has decreased.  We are currently working with Sacramento City College to increase their number of course offerings that are specifically for Met students and that will fulfill A-G requirements.|The Met is working with SCUSD to establish 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 continued to have disproportionate outcomes in these measures over time.||2021-09-23||2021                
34674390102038|Sacramento Charter High|7|Sacramento Charter High School (Sac High) utilizes the Master Schedule to ensure that all scholars, 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 scholars, 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 and academic counselor, to ensure scholars are on track to meet the graduation requirements of Sac High and are on the path 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 scholars are placed into a broad course of study and receive specialized instruction as needed to meet their needs as measured by creating scholar schedules within the Master Schedule. In addition, all scholars have access to curriculum-aligned instructional materials as indicated on the SARC. Scholars may select from a range of elective courses including art and career focused courses, but currently the school does not offer CTE 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 scholars to graduate ready for college and ready to graduate from a 4-year college. With that in mind, scholars must pass all of their courses with a C grade or better and complete all courses as outlined by the UC-CSU A-G requirements. Scholars must repeat courses in which they do not earn a C or better, limiting their course options, in order to ensure scholars are on the path to a UC or CSU.  The school does not currently offer CTE courses.|The school's focus on moving scholars forward in completing the CU/CSU A-G requirements will continue to take precedence in determining the available course of study.  As the school grows and expands, it will continue to explore re-introducing CTE courses to scholars.||2021-06-29||2021                
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.||2021-06-17||2021                
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.||2021-06-25||2021                
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. One of the assessment tools utilized by CMP is the i-Ready diagnostic assessments in reading and math.  This measure of progress provides 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 didactic Montessori learning materials •	State-adopted core instructional materials  •	Technology based programs for all grade levels, including Rosetta Stone foreign language program, i-Ready reading and math monitoring program •	Curriculum Level Lead Teachers at each campus •	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 •	Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations •	Monthly Principal’s Café or designated time for parents and community members to meet with and talk to the Principal|With the establishment of the California 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  •	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 following steps have been or are being taken to increase access and opportunity for all CMP students:  •	To fully utilize technology to offer supplementary programs, such as i-Ready to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  I-Ready 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 i-Ready 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 is hiring Math Specialists to support campus math instruction.|Additionally, the following steps have been or are being taken to increase access and opportunity for all CMP 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).  •	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.|2021-06-14||2021                
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 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.|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 467 students enrolled at the school.  There were 6 instructional aides task with this project that involved assessment and tutoring skills.  This brought the ratio to 77:1, and with our one-to-one approach, there would not be enough time to support students who need the foundational skills.  The school would need to either increase the number of instructional aides or to decrease the number of expectations with skills development. •	The NWEA is only administered to grades kindergarten to second.  This assessment is not consistent across the entire school and would need to be consistent to better determine the amount of growth in teaching and learning.|In response to the results from the BSM and NWEA Benchmark Assessments, the LEA has contracted with Highly Effective Teaching Experts to provide professional development to support 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, and numeracy skills.||2021-11-08||2021                
34674390135343|Growth Public|7|Growth Public uses a variety of academic assessment tools to measure student achievement. In math, students in grades K-2 take the Star Renaissance assessment, and students in grades 3- 5 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 grades K-2 take the Star Renaissance assessment, and students in grades 3- 5 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. 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 HSS standards, and the NGSS, 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.|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.||2021-06-29||2021                
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.||2021-06-25||2021                
34674396033799|Bowling Green Elementary|7|Our LEA uses Infinite Campus to monitor student access and enrollment in a broad course of study.|Using Infinite Campus our office regularly monitors student enrollment to ensure they are in all subjects for their appropriate grade level|We have not encountered any barriers to provide access to our students.|We will continue to monitor our students enrollments at the beginning year to ensure they are appropriately assigned.||2021-10-04||2021                
34674470000000|San Juan Unified|7|In the approved LCAP, San Juan reports participation in a broad course of study through the Annual Update. In grades K-5 self-contained classes generally provide students access to a broad course of study. ELA, math, science, and social science are typically provided by the classroom teacher. PE, health and visual/performing arts may be provided by either the classroom teacher or a content area specialist. In each content area, grades should be reported for 95% or more students. In grades 6-8, period enrollment generally provides students access to ELA, math, science, social science, and PE. Health standards are addressed in science (grade 7) and in PE. Electives which may include visual/performing arts, technology, leadership/government, and world language are open to all students. 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 grade 9-12, enrollment generally provides students access to all of the coursework necessary to meet graduation requirements. 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%). For all grade levels, designated ELD instruction is provided until students are reclassified. Content area elective classes that include AP and IB are open to all secondary students.|For elementary grades during the 2020-2021 school year, 68.8% of students overall were enrolled in a broad course of study. This varied somewhat by student group: foster youth (63.8%), low income (64.9%), English learners (57.9%), homeless youth (72.4%), and students with disabilities (67.3%).  For middle grades (6-8) during the 2020-2021 school year, enrollment in English, math, and science ranged from 97.5%-99.4%.  None of the areas had an enrollment below the 95% target.   For high school grades (9-12) during the 2020-2021 school year, enrollment met the established targets for English (96.6%), math (87.2%), science (77.2%), physical education (62.7%), world language (56.1%), and visual and performing arts (45.7%). Enrollment for social science was below the established target (80.1%).|For the 2020-2021 school year, the greatest barrier was the of the COVID-19 pandemic and the effect it has on instructional time. Prior to COVID-19, 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 must be balanced with the need for some students to have additional support in ELA, math, and ELD. For all grade levels, the conflict is seen most often by those students who participate in special programs which remove them from the comprehensive core classroom. This includes EL students who need increased ELD instructional time, students with disabilities who may get additional instructional time using a study skills course or directed study which is aligned to their IEP goals, and students in secondary who failed courses required for graduation may need to forgo elective courses to complete core coursework. Some schools have fit intervention/support time into their schedule so that students do not miss one class to get more support for another.|The following steps are being taken to increase access and opportunity for all students. 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 students reclassified as English proficient in order to remove the support class from their schedule, resulting in greater access to a core course of study.   Professional learning for general education and special education teachers around full inclusion at the elementary level may increase access to a full core curriculum for some students with disabilities. Efforts to ensure visual and performing arts is in place at every elementary and K-8 school during the school day continues, with additional opportunities at many schools for after school programs. Continue to explore ways to provide interventions and support during the school day while minimizing time lost in any single content area. 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. 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 2020-21 grade 10 students. This will result in an expanded definition of broad course of study.||2021-06-22||2021                
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. One of the assessment tools utilized by CMP is the i-Ready diagnostic assessments in reading and math.  This measure of progress provides 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 didactic Montessori learning materials •	State-adopted core instructional materials  •	Technology based programs for all grade levels, including Rosetta Stone foreign language program, i-Ready reading and math monitoring program •	Curriculum Level Lead Teachers at each campus •	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 •	Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations •	Monthly Principal’s Café or designated time for parents and community members to meet with and talk to the Principal|With the establishment of the California 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  •	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 following steps have been or are being taken to increase access and opportunity for all CMP students:  •	To fully utilize technology to offer supplementary programs, such as i-Ready to provide structured and developmentally appropriate learning opportunities to extend the Montessori Philosophy in Math and Reading.  I-Ready 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 i-Ready 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 is hiring Math Specialists to support campus math instruction.|Additionally, the following steps have been or are being taken to increase access and opportunity for all CMP 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).  •	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.|2021-06-14||2021                
34674470114983|Golden Valley River|7|GVRS 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.|GVRS 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.|GVRS maintains an array of general education and special education staff who can "push-in" to classes and make sure everyone has access.||2021-06-02||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
34674470128124|Gateway International|7|GIS uses a variety of tools to ensure we are providing all students access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. One way we do this is through surveys which we provide annually to our stakeholder groups. Additionally, GIS is an IB Candidate school for our K-8th grade, and we are required to offer all students access to a broad course of study, based on grade spans.|Analysis of the schools master schedule ensure that all students at GIS have access to a rigours broad course of study which includes; world language electives, music, art, theater, STEM, videography and journalism.|There are no barriers preventing a broad course of study for all students at GIS.|GIS is always seeking to expand its broad course of study for all students as the school’s enrollment/budget allows.||2021-06-25||2021                
34674470132399|Golden Valley Orchard|7|GVOS 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.|GVOS 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.|GVOS maintains an array of general education and special education staff who can "push-in" to classes and make sure everyone has access.||2021-06-02||2021                
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 at Skyrocket, Inc, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2020-2021 school year all high school English, Math, and Science courses have been aligned to the CCSS and NGSS. This includes a new Biology course that is aligned to NGSS as well as new Integrated Math 1 and English 9 courses that are newly developed and aligned to the CCSS.  In addition there are new Economics, Government, and World Geography courses that have been integrated with the History/Social Science literacy standards. The Facilities Department, Lupine, ensures that our science classrooms are compliant with the wet lab requirements. OFY San Juan also has online courses, which are facilitated by teachers through our newly adopted Edmentum LMS platform.|All OFY San Juan 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 Edmentum LMS platform. 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. 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, Achieve 3000 courses, and our newly implemented iLit ELD Curriculum. RTI curriculum is available to all students who need additional academic support to ensure they are meeting grade level standards. OFY SJ has increased our participation in our Achieve 3000 course in the 2020-2021 school year with 37% of students needing intervention completing the course (LCAP Goal 2 Action 2). Credit completion towards graduation is accomplished through an overall reduction in absenteeism for all students and is measured on a daily basis.|Barriers preventing access to a broad course of study vary from school site, and are largely dependent on student demographics. For example, technology needed to access 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 (LCAP Goal 1 Action 9). 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 Juan resources (LCAP Goal 4 Action 2 and 3).|In the 2020-2021 school year we were able to expand on some existing programs and implement some new interventions and resources.  OFY San Juan determined that the APEX platform was no longer a good fit for our student population, so we made the full transition to the Edmentum LMS.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements.  Also, Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses.  The Skyrocket Curriculum Department released some new courses in the past two years, many of which resulted in further alignment to the CCSS and NGSS.  And finally we were able to fully implement the ELD intervention program, iLit.|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 (LCAP Goal 3 Action 1,2, and 4). 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 Juan has seen an increase in core course completion over the 2020-2021 school year (English: 5 units, Math: 3 units, Social Studies: 5 units, Science: 5 units, and Foreign Language: 4 units) and plans to increase core course completion in LCAP Goal 2 Metic 3.  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 (LCAP Goal 2 Action 3). 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 (LCAP Goal 3 Metric2).|2021-06-18||2021                
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 resource selection to provide a variety of enrichment opportunities. (Home School Resources) Family access to curriculum and service community providers to provide core curriculum and enrichment support. Access to a large number of community partners providing varied services) In grades 9-12, Visions In Education defines 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 resources through student budget(Community College Enrollment) Access to a self-directed project that allows students to design a course of their own interest/s.|As an independent study school with personalized learning plans for each student, 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 (2020-2021 School Accountability Report Card) 100% of TK-8 students have access to enrichment opportunities through the Exploration Class. 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.|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 where the school has been authorized as an LEA charter school.|Visions In Education increased student access to materials and curricular options this past year to create greater opportunities for families to take advantage of enrichment opportunities and supports through curriculum or hands-on activities. Visions increased access 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. Visions continues to expand the CTE offerings and partnerships with local community college. Visions will also be piloting new mentoring programs in the next two years to support student success, access, and engagement with a broad course of study to meet their needs.||2021-06-24||2021                
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.||2021-11-17||2021                
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 2019 the rate was 69% and NUSD is projecting a new a-g rate for 2020 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 31% 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 55% of the graduates in 2020 were also enrolled in an NUSD school as 8th graders and only 29% 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 94% 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 than the County or State of California.|2021-06-23||2021                
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.||2021-10-28||2021                
34752833430659|Natomas Charter|7|Natomas Charter School is founded on three pillars - student’s first, innovation, and accountability.  As a result, all students have access to, and are enrolled in, a broad course of study. This occurs across grade levels and student groups including English learners, foster youth, students identified as socioeconomically disadvantaged, and  students, and individuals with special  needs. NCS offers a full inclusion model for all students and every student is enrolled in college preparatory courses. NCS utilizes the tools provided in the California State Dashboard as metrics for tracking student achievement, such as the college career indicator, CAASPP scores, graduation rates and local metrics such as diagnostic assessments (iReady for K-8).|All students have access to an inclusive college preparatory course of study that meets the UC a-g course requirements. Additionally, the school provides opportunities for high school students to complete a career technical education (CTE) pathway and earn college credit before graduating from high school. This preparation starts in the elementary grades when there is an emphasis on providing all students access to more than the core subjects. Elementary (TK-5) students are involved in art, world languages, library literacy, and social emotional learning on a weekly basis. This focus on arts and social emotional learning continues into middle school where students are introduced to a wider variety of topics and experiences.|The inclusive college preparatory educational program is consistent for all students at the school including English Learners and students with special needs. The inclusive education department (formerly special education) is in its third year and continues to support all students in college preparatory courses through the use of a full inclusion model. Barriers come in the form of the changing needs of students. NCS utilizes data informed decision making when barriers are encountered.|NCS is dedicated to continual data analysis, reflection, and improvement on all structures at the school. We analyze new trends and the changing needs of our student population and adjust as necessary.  Professional development is a key factor in ensuring that all staff are trained and qualified to support student needs as they arise. The current focus of professional development is Multi Tiered Systems of Support (MTSS). This includes additional training for staff on supporting English learners, unduplicated students, and individuals with exceptional needs through universal design for learning (UDL) and tiered levels of support.||2021-06-14||2021                
34765050000000|Twin Rivers Unified|7|The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  Our 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 served through an inclusive practices model 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.|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.  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 as well as the expansion of CTE programs.|Identification of any barriers preventing access to a broad course of study for all students.  In prior 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. A-G, concurrent enrollment, and CTE completion are all metrics that are monitored and acted upon at the site and district level consistently.|Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study for all students. In the 2020-21 school year, we expanded CTE programs and will continued to add additional pathways in the 2021-22 school year. Expanded access to concurrent enrollment opportunities are also being developed.||2021-06-22||2021                
34765050101766|Community Outreach Academy|7|In order to track the extent to which all students have access to a broad course of study, COA has set up systems to ensure equitable access. The process begins upon enrollment as every student will receive a transcript review that is monitored by our registrar department. During this time, we also look for IEP/SST/504 needs. Additionally, all students participate in initial reading and mathematics assessments. Our administrative staff works together to ensure that students are enrolled in the right programs and receive proper standards based instruction. With each grading period, curriculum coaches, teachers, and administrators review student grades and transcripts to ensure that students are in fact participating in a proper course of study that advances them towards mastery and graduation.|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, and world languages. There is also an emphasis on social-emotional learning so that students have access to appropriate SEL lessons, courses, and programs. Due to changes in our course offerings, COA will begin to offer more access to other Foreign Language classes. In addition, COA will be working to implement more hands-on strategies as we return from the Covid-19 Pandemic.|There are no barriers preventing a broad course of study for all students at COA.  COA will continue to seek to expand programs as the school’s budget allows.|As we move forward, COA will be updating its curriculum beginning with Language Arts. We will also continue to refine our Standard Based Grading practices at the Elementary level first. We will also be working towards greater cohesion and consistency across the K-8 level as we transition new leadership.||2021-06-25||2021                
34765050101832|Futures High|7|LEA provides access to all students to the broad course of study.  LEA uses a systematic approach, including multiple local measures to ensure that the students are placed in appropriate courses that satisfy graduation and college and career preparation requirements.  Renaissance assessments are used as diagnostic tools to help ensure that students are enrolled in relevant courses. In addition, ELD assessment tools (ELPAC and curriculum-embedded assessments) are used to provide students with the appropriate and rigorous coursework.  Honors and AP courses are open to all students, and in-class support is given to students underperforming or struggling.|Based on an analysis of the school master schedule, all Futures 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 foreign language. Futures 9th-12th grade students have access to the full breadth of A-G courses and CTE courses are open to all students.|There are no barriers preventing a broad course of study at Futures.|LEA will continue to expand course selections for the students as appropriate and continue to evaluate and explore local measures to help students access the broad course of studies.||2021-06-25||2021                
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. Creative Connections Arts Academy provides Arts Integration as a model for coursework and dedicated arts pathways for all students to explore in the K-8 grades and pursue in depth in high school.|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 pathways for the arts: Visual Arts, Dance, Drama. Media, and music.|None|Continuing to broaden the scope of the arts integration coursework and the pathways at the secondary level have expanded the offerings available to students.||2021-06-22||2021                
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, which includes mathematics, language arts, social science, science, physical education, visual/performing arts, health, and foreign language. CCCS 9th-12th grade students have access to the full breadth of A-G courses and CTE courses are open to all students with a projected number of courses seats being available matching current enrollment/placement requests for the start of the Fall semester|Based on an analysis of the school master schedule, all CCCS  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 foreign language. CCCS 9th-12th grade students have access to the full breadth of A-G courses and CTE courses are open to all students with a projected number of courses seats being available matching current enrollment/placement requests for the start of the Fall semester.|There are no barriers preventing a broad course of study at CCCS.|CCCS is seeking to expand its broad course of study for all students as the school’s budget allows, including expansion of CTE programs.||2021-06-25||2021                
34765050113878|Higher Learning Academy|7|HLA uses a variety of tools to ensure we are providing all students access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. One way we do this is through surveys which we provide annually to our stakeholder groups.|HLA is an IB Candidate school for our K-8th grade, and we are required to offer all students access to a broad course of study, based on grade spans. We have also implemented an ELD program to ensure our students whose primary language is not English still have access to lessons and materials as well as provide support to our RSP students per their IEP to ensure each individual has access to all school work.   All of our K-8 students receive instruction in English Language Arts (ELA) – Common Core State Standards for  ELA, English Language Development (ELD) (Aligned to Common Core State Standards for ELA), Mathematics – Common Core State Standards for Mathematics, Next Generation Science Standards, History-Social Science, Career Technical Education (career week and imbedded in our IB units), Health Education Content Standards, Physical Education, Visual Arts and World Language. We use our state adopted curriculum to support these instructional areas for our school.|The only barrier to offering broad courses of study is our enrollment numbers. Without higher enrollment, we are unable to staff multiple language and VAPA classes to our scholars. We offer one foreign language program, Spanish, to our K-8 students, and in our K-5 we include art into classroom lessons while we offer design/visual art class.|All of our K-8 students will continue to receive instruction in English Language Arts (ELA) – Common Core State Standards for  ELA, English Language Development (ELD) (Aligned to Common Core State Standards for ELA), Mathematics – Common Core State Standards for Mathematics, Next Generation Science Standards, History-Social Science, Career Technical Education (career week and imbedded in our IB units), Health Education Content Standards, Physical Education, Visual Arts and World Language. HLA will continue to closely monitor enrollment and will expand its broad course of study for all students when the school's budget allows.||2021-06-25||2021                
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.||2021-06-25||2021                
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) evels 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. Smythe works to connect with feeder pattern schools to provide students with ongoing success.|None|Smythe conitnues to review offering and meet the needs of students and community members. Providng project based learning and access to intervention are key.||2021-06-22||2021                
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) 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. Westside works to connect with feeder pattern schools to provide students with ongoing success.|None|Westside continues to review offering and meet the needs of students and community members. Providing career exploration and student agency are key.||2021-06-22||2021                
35103550000000|San Benito County Office of Education|7|Currently, the Master Schedule is analyzed and revised each year to ensure that a broad course of study is offered to students at each site.  Credit Recovery is offered to students at all sites.  Reports are run regularly to determine which students are enrolled in the credit recovery program, which courses students are taking and how successful each student is in each course.|Master schedules indicate that core courses and credit recovery courses are offered at every site.  In addition, a limited number of elective courses in the areas of Visual and Performing arts, Career Technical Education and Physical Education are offered.  All students can access courses, regardless of their status as unduplicated, student with exceptional needs, Foster Youth, or language proficiency.  Some courses are offered based on grade span or site, depending on the needs of the students and state requirements.|SBCOE serves students at four alternative education sites.  Students often arrive credit deficient, especially in the core subject areas.  As a result, many are required to enroll in multiple core courses so they do not have room in their schedule to enroll in elective courses.  In addition, because of the small size of the schools, only a limited number of electives can be offered at each site.  Finally, the length of the school day and the requirements of some of the facilities, such as Juvenile Hall, limit the type of courses that can be offered.|Four 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 San Benito Arts Council to provide PE and arts programs to students.  The LEA has also collaborated with local agencies to ensure students have access to areas like PE.||2021-06-24||2021                
35674540000000|Bitterwater-Tully Elementary|7|All K-8 students receive a broad course of study.  Our unduplicated student groups and individuals with exceptional needs are fully included in our classrooms.  We will have art and music sessions featuring guest artists and musicians.  Attendance records and activity logs are used to make sure all students receive a broad course of study.  If needed we will provide make-up sessions.|Being a single school district, we have two classrooms, Kindergarten - 3rd class and 4th - 8th class.  All students receive the same opportunities to receive a broad course of study.  Students participate in Drug Free Art Contests, Christmas Art Contests, and annual Christmas Play, Spring Concert, and enter Fair Artwork.|One barrier, would be to break the lessons by classroom as a Kindergartner does not have the same skill set as a 7th or 8th grader.  Majority of the lessons are taught K-3 class and 4th-8th class.|To ensure a broad course of study for all students we are contracting guest artists and musicians to provide specialized instruction.  The LEA will continue to provide a variety of tools and equipment to support student learning.||2021-10-13||2021                
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.||2021-10-24||2021                
35674700000000|Hollister|7|Hollister School District  reviews course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  Additionally, course enrollment reports developed in the district’s student information system identify access, enrollment, and course completion rates based upon grade spans, and unduplicated student groups.  The student information system (Aeries Report Card) provides a breadth of online coursework opportunities  for students with exceptional needs through the the Alternative Curriculum and Supplementary Materials. Course completion and evaluation are monitored through Aeries Reprot Card System as stated in student's Individualized Education Plan (IEP) and is consistently used to review and monitor the course of study for students with exceptional needs.|Over the last two years, a focus of the Hollister School District has been to ensure all students have access to the same rigorous, guaranteed curriculum and course of study. This has resulted in newly adopted and fully implemented math, science, social studies, English Language Development, and early literacy intervention materials. All students district-wide have the same access to the same level of coursework. Students with exceptional neeeds are given the same access to braod coruse of studey using alternative curriculum. Additionally, all students in grades 6-8 have access to music instruction and all students in grades 3-5 receive (through a partnership with the San Benito Arts Council) visual arts instruction taught by highly trained art teachers.    A review in time use during the school day in ELA, Math, Social Studies, Science indicates at the elementary level there is a majority of the time spent on literacy, followed by mathematics. There is a variance across different schools with the amount of time spent on social studies and science. English Language Development is scheduled and there will be a focus in the 2021-2022 school year to determine the actual daily and weekly minutes devoted to designated ELD at the elementary level since there is a variance in reporting and scheduling in English Language Development.|Barriers to providing access to a broad course of study for all students include:  - Limited time during the regular school day for students to take additional courses, specifically if a student in middle school is enrolled in English Language Development - Limited time during the regular school day for students to receive targeted small group instruction in English Language Development and early literacy.  - For students with an IEP, there are some timeframes throughout the  school day where a student might miss a portion of instruction in one of the required areas due to scheduling conflicts and the priority to provide pull-out special education services to students.|Barriers that have been addressed in the 2020-2021 school year include:  - Data driven placement of English Learners in the middle school to ensure they are not automatically placed in an ELD class. - Flexible placement windows to ensure students can be placed in appropriate classes throughout the year based on their level of achievement and/or identified need for support - Flexible data driven intervention groups for elementary students receiving early literacy intervention. Students in early literacy intervention do not miss any core instruction or physical activity/free time as a result of being in intervention. - An evaluation of the current state of designated English Language Development being taught at the elementary school level will be conducted and a plan to provide consistent instruction will be developed. - Students an IEP will receive regular monitoring of  progress and be provided the  needed supports and accommodations to enable progress in general education curriculum.||2021-10-07||2021                
35674880000000|Jefferson Elementary|7|Textbook Inventory, Calpads, LCAP, McKenney Vento notification and policy completion|According to the McKenney Vento report and the Jefferson textbook inventory, Jefferson has grade aligned materials for all six students in Grade K-8 in the areas of Social Studies, Science, English Language Arts, English Language Development, and Mathematics. Jefferson is in the process of adopting an updated Social Studies curriculum over the course of the 2021-2022. Jefferson adopted a new science curriculum in December 2021.  Following adoption of Social Studies, Jefferson will begin the process of researching future ELA and mathematics materials before the adoption year expires.|Jefferson meets the requirements for providing access to a broad course of study for all students. Barriers to future adoptions will be funding for expensive materials for publishing companies geared toward providing curriculum materials for large schools, and not for a school with less than 10 students. Minimum purchasing requirements for some publishing companies can be difficult to meet.|Social Studies is being researched and possible adoptions to take place in the upcoming school year.||2021-06-16||2021                
35675040000000|North County Joint Union Elementary|7|The District uses the following measures and tools to track access 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. All students are provided a rich PE program. 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 as well as computer science classes in 6th-8th grade. 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.|The barriers include transportation after school to allow students to attend programs after 3:00 p.m. A second barrier is having expertise on the staff to provide instruction in foreign languages.|Based on parent and student surveys, the new action includes counseling support with the school psychologist Intern, implementing student led clubs, an additional band class, and continue a geometry class for 8th grade students.|NA|2021-10-14||2021                
35675200000000|Panoche Elementary|7|Panoche 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 stakeholders at monthly board meetings.|Panoche has a single school site servicing students in grades K-8. Using the measures identified in item #1, 100% of Panoche 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.|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 Panoche for special curricular projects and needs. In response to this challenge, Panoche utilizes opportunities to collaborate with other rural schools and SBCOE. Panoche 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 has recently adopted new NGSS aligned Core Curriculum for Science. The LEA is currently researching adoptions for a new Social Studies curriculum. Replacement is due within the next 1-3 years.||2021-07-12||2021                
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.  our graduation rate is at 91.3% which is 8% above the state average at 83%.|The San Benito High School District aligns graduation requirements with the a-g sequence of courses for the University of California and California State University admissions. The graduation requirements include 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 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.|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.  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 counseling team.||2021-10-12||2021                
35675530000000|Southside Elementary|7|In terms of instructional materials, the Southside Board of education adopted a resolution to certify 100% compliance with  the textbooks requirement. This resolution resulted from an internal audit to determine the needs of the school to provide each students with sufficient textbooks and instructional materials in alignment with academic content standards. Instructional materials goes beyond just textbooks and the district continued to provide in-line content and diagnostic assessments that support all students including low-income students, English Language learners and foster youth. Lastly, the district adopted and purchased new Science materials. This adoption was needed to align the district's Science curriculum to the next generation Science standards for California.|The Learning Model Options Included: -Hybrid Learning Model - which combines on-campus and at-home learning. Student classes would be split into two cohorts and each cohort would attend school for four days a week Monday-Thursday under a non traditional bell schedule with safety protocols in place and receive independent work (asynchronous) Friday, the last of the week. Cohort groups will be designated to an AM or PM cohort on campus with a time block in the middle of the day for cleaning and disinfecting the school campus. -Virtual Learning Model - where students learn at home in a virtual format and engage in scheduled, interactive, whole class and small groups sessions each day (synchronous) combined with independent work (asynchronous). In late summer 2020, San Benito County was placed on the California Coronavirus Monitoring list due to the increase of disease transmission in our community. Under the guidance from Governor Newsom, most schools in our county cannot reopen for on-campus learning until San Benito County has been removed from the monitoring list for fourteen consecutive days. In response to the Governor's order, 100% of Southside students started the year in a distance learning model. Southside school was committed to maintain a 100% distance learning model for a six week time periods and to re-evaluate learning model options with a possibility to re-open on campus learning after six weeks pending the decrease in disease transmission.|The COVID-19 pandemic resulted in a statewide "safer at home" order and school closures that began in March 2020. Business closures and employee layoffs impacted household incomes and led to the largest economic and budgetary contraction of our lifetime. In March of the 2019-2020 school year student learning transitioned from in-person to a 100% off campus format, with only one week of transition time, leaving many families with daytime child care challenges. Additionally, the quick transition to online learning created concerns about the welfare of students who rely upon the school environment for socialization, emotional development and a consistent source of meals in addition to education. Because on-line school requires technology equipment, internet access and the ability to navigate several on-line platforms, many students and their families lacked the resources and understanding to ensure learning continuity for their children.|The administration, teachers and staff develop and implement safe and healthy learning and work environments guidelines and protocols based upon resources, recommendations, and information provided by the California Department of Education, California Department of Public Health, the San Benito County office of Education, and the San Benito Public Health Department to address the safety needs of all students and staff members.Teachers will provide iReady diagnostic assessments and iReady curriculum support for students. iReady curriculum and intervention support will be provided for all students and specified for each individual student need.  This will address unique learning needs and learning loss for students impacted due to the school closure. Lastly, newly adopted Science materials will now provide equal access for all students to core subject materials.||2021-01-13||2021                
35675610000000|Tres Pinos Union Elementary|7|Tres Pinos Union is an elementary school grades TK-8th.|N/A|N/A|N/A|N/A|2021-10-14||2021                
35675790000000|Willow Grove Union Elementary|7|Willow Grove School 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 CALPADS enrollment data, attendance rosters, the Instructional Schedule, and Sufficiency of Materials Resolution.  This data is reported to the stakeholders at the monthly scheduled Board meetings.  Reports are run regularly to determine how successful each student is in their courses.|Willow Grove School is a single site district servicing students in TK - 8th grades.  Using the measures identified in #1, 100% of the students at Willow Grove are enrolled in and have access to a broad course of study for all grades.  All students can access courses, regardless of their status as unduplicated, students with exceptional needs, Foster Youth, or language proficiency.  Some courses are offered based on grade span, depending on the needs of the students and state requirements.|It is challenging for Willow Grove School/District to provide access to some enrichment activities and additional trained personnel for some of the more specialized lessons within a broad course of study.  This rural school is such an isolated area and a distance from town, it can be difficult to find people who are able to travel to Willow Grove.  However, Willow Grove works with other schools, the County Office of Education, and many private organizations to find personnel who can provide specific enrichment for the students.  Willow Grove School/District also provides transportation for students to go on regular field trips for additional learning opportunities.  Staff seeks and utilizes a variety of online resources to connect the students with outside resources as well.|The Willow Grove School/District is in the process of adopting a new NGSS aligned Core Curriculum for Science during the 2021-2022 school year.  The LEA is also researching for a new Social Studies curriculum which will be adopted within the next 2 years.   Three years ago the school year was lengthened and has continued to remain a longer school year to ensure the students  have longer access to the courses of study and therefore a higher rate of success.  In addition, the school has worked with all parents to develop a year-round schedule that more closely meets the needs of the Willow Grove families, many of whom are involved local agricultural and various different cultures.||2021-09-16||2021                
35752590000000|Aromas - San Juan Unified|7|ASJUSD previously used PowerSchool for scheduling, student rosters, teacher qualifications, and grade book monitoring. The District has transitioned to a new student information system as of July 1, 2021, Aeries. The high school manually prepared a master schedule and uploaded it to PowerSchool. Once in PowerSchool, the schools tracked the course offerings, including the dual enrollment college courses. All ASJUSD high school students on our traditional high school diploma graduation pathway meet the minimum undergraduate admissions requirements of the University of California (UC) and California State Universities (CSU). The high school offers 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 the various local Community College District colleges. The high school students on an alternative graduation pathway per an IEP Team decision (Certificate of Completion or California Minimum Diploma) may have a modified Course pathway or an accommodated Course pathway designed to support their individual needs. The high school used 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 middle school students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, and Physical Education, and the Visual and Performing Arts. Due to the intense scheduling in middle school. The high school offers a 4-year course sequence that aligns with the high school diploma and UC/CSU’s “a-g” minimum undergraduate admissions requirements. Advisors and counselors work with each student to select their 4-year course sequences to meet the 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. The high school offers a variety of courses to ensure students are prepared for academic and career success after high school. The course offerings at our high school include  • Advanced Placement (AP) Courses  - Advanced Placement course access is open to all students. The high school provides multiple college course opportunities in 9th-12th grades through dual enrollment college courses or courses offered on campus after school.  • Dual Enrollment College Courses – The high school offers dual-enrollment college courses through partnerships with the local Community College Districts’ colleges. Students in grades 9th-12th may take dual-enrollment courses.|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 a modified curriculum and/or alternative graduation path (California Minimum Diploma or Certificate of Completion) are 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, the Superintendent and Curriculum and Instruction Director will continue to work with the School Site Leaders to ensure local assessments and for course offerings and compliance with statutory provisions are met for all students, especially students with special needs and those who are English Language Learners. In addition, to ensure students are prepared for a variety of career options, the schools are working on the expansion of dual enrollment courses, with the 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, the high school does not offer CTE courses. Students have the opportunity to take CTE courses via dual enrollment partnerships with the local Community College District’s schools.||2021-06-23||2021                
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 local SBCSS Board adopted course agreements, credits earned reports from our student information system, CALPADS reports, and course completion reports from our online learning platform (Odysseyware).  Through adopted textbooks and our online learning platform, OdysseyWare, A-G approved courses, students in general education and special education settings are given access to a broad range of curriculum and classes via both textbook and online learning models.|All students enrolled in SBCSS programs have access to a broad course of study, with over 125 courses offered.  A review of data shows that during the 2020-2021 school year, over forty thousand credits were earned, as compared to over thirty thousand in the prior year. Over twenty 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 earned an average of 2 credits during their enrollment, which is an average of 18 days. SBCSS consistently strives to increase course offerings to ensure 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. The SBCSS Curriculum Team is constantly reviewing new curriculum and piloting new and innovative programs to share in our diverse classroom settings. SBCSS also continues to collaborate with academic and industry partners to bring in course offerings that will prepare students for college and careers after high school.|Although San Bernardino county is the largest county in the 48 contiguous United States. This at times presents a barrier to our ability to provide access for all our students to CTE and Vocational Education classes in some of our outer lying/remote regions.  In addition, teacher shortages across the state have heavily impacted course offerings.  In these instances, SBCSS relies on the investments we have made in online based curriculum platforms to provide students access to courses they may otherwise not have had access to.|SBCSS will continue to invest in online curriculum and resources and continue to participate in recruitment activities to work toward making a broad course of study accessible to all students.  In addition, the implementation of effective professional development will occur to provide optional instructional delivery models.  These strategies and actions will enhance our ability to continually provide a broad course of study for all students.||2021-06-07||2021                
36103630115808|Norton Science and Language Academy|7|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 2021-22 school year, 100% of students at the Norton Science and Language Academy, TK-9, had full access to a broad course of study. All students in K-5 attend enrichment courses during the school day that include Art, PE, and Music. Middle school and High School students have the opportunity to take elective courses in Mandarin, Computer Science, ASL, Robotics, and ASB. We partner with the local community college to provide High School students dual-enrollment courses.|No barriers exist to prevent student access to a broad course of studies in all grades, TK-9.|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 continues to add a high school grade annually--10th grade 2022; 11th grade 2023; 12th grade 2024--it will continue to support the school’s mission for dual immersion and world languages using continuous stakeholder data to provide a robust and rigorous education for its students.||2021-11-08||2021                
36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|7|The locally selected measures or tools that the SASCA-CV 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 includes PowerSchool, 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. The staffing and course scheduling decisions are based on the enrollment needs of our student population. For students with special needs, plans are developed to address all of their needs, while in the general education classroom, during 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. All students, regardless of student group, are offered after school tutoring if they are not demonstrating progress in any of their classes.|For our current enrollment, there are no barriers preventing the SASCACV from providing access to a broad course of study in both our home school and our site-based programs.|Several of the new LCAP goals and the corresponding actions for those goals 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 the MTSS system.|Goal Met|2021-06-21||2021                
36103633630761|Excelsior Charter|7|Excelsior Charter Schools reviews student academic history, academic plans, and currently enrolled courses to ensure all students are appropriately enrolled in a broad course of student.  This ensures the successful and on time promotion of junior high students within 2 years as well as high school graduates within 4 years.|All students enrolled at Excelsior Charter School have equitable access to a broad course of study to ensure readiness for college or career.  All locations offer the same broad course of study including dual enrollment courses partnered with local colleges.  Dual enrollment partnership course offerings are expanding year over year based upon student interest, proximity to a local college, and availability of college teaching staff.  Access to both traditional and dual enrollment courses are offered equitably via in-person and distance learning environments.  All required course materials and devices are provided upon enrollment.|All students enrolled at Excelsior Charter Schools are provided equal access to a broad course of study.|Excelsior Charter Schools will continue to partner with local colleges to increase our dual enrollment opportunities, articulation agreements, and CTE course offerings.  These actions are reviewed for academic success, student interest, and sustainability yearly.||2021-10-19||2021                
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.|AESD has a new Superintendent and Cabinet. We are currently monitoring the information this year as a new staff and will be providing a survey to parents/staff and students by March of 2022 to collect input/information on the needs of the district and what parents feel is going well and what they would like addressed, etc.|2019-10-29||2021                
36675870128462|Taylion High Desert Academy/Adelanto|7|Taylion High Desert Academy prides itself on being able to offer its students a variety of academic approaches to learning for students grades K - 12.  Utilizing online curricula including Apex Learning and Florida Virtual School programs, students can participate in a rigorous broad course of study appropriate for all ages and learning preferences. Additionally, students can engage in a more traditional approach through in-person coaching utilizing a  combination of textbooks and/or online classes. By offering a selection of campuses, students can attend a site that is more convenient to their families' needs. SPED students are provided with dedicated Special Education teachers for IEP meetings and academic support as well as coordination with the local SELPA.|Every student at Taylion has access to our A-G and non-A-G approved courses via either online or textbook curriculum. 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 Teachers. Students also have the option for dual enrollment at the community college, Victor Valley Community College.|While attention is paid to the restrictions of the Covid virus, otherwise, there are no barriers to course access.|THDA is working to implement a robust ELA program to further support its English learning population.||2021-10-21||2021                
36675950000000|Alta Loma Elementary|7|A Community input survey is used to gather input from students, staff and families to determine student interest and participation in classes beyond the core.|Based on the January 2020 Local Control Accountability Plan Stakeholder Survey, 97% of elementary students reported that they participated in a broad course of study, while 99% of junior high students reported the same.  Courses include visual and performing arts, digital literacy and Spanish.  During the 2020-2021 school year, eight sections of Spanish were offered to junior high students, and nine sections are planned for next school year. Zero period is available for students requesting Spanish, who have other interests such as band or leadership. Both junior high schools now offer courses in new STEM Labs.|Although the student survey indicates that a high rate of junior high students participate in a broad course of study, a barrier to allowing more students to experience STEM or Spanish is the six period day. Additional offerings for zero period could provide opportunities for additional courses to more students.|New actions in the area of a broad course of study include the addition of two more sections of Spanish at Alta Loma Junior High. Additionally the STEM lab was opened at Vineyard Junior High. In the elementary grades, the opportunity to join band has been extended to fifth grade students, as well as the traditional sixth grade members.||2021-06-09||2021                
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 7 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 21-22 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|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 has helped 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.||2021-06-22||2021                
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 2020-2021 year graduation rate was 90%, and has been higher than the State rate for the past several years; A-G completion rate was 38%, and  66% of our students passed AP exams with a 3 or higher.  CTE pathway completion rate was at 11%.  A-G course and  CTE course offerings have been increased. Additional sections of Automotive and Cyber Security were added in 2019-2020, and a CTE Aviation class has been added as a “G” class for 2021-2022. At both high schools, an online supplemental program, Edgenuity, which allows students the opportunity to take additional A-G classes, was implemented. Continuation high school students may also enroll at the comprehensive high school for classes not available on their campus. At the high school level, all students meet with the High School Counselors to plan their four-year course of study. The three 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 TK-12 teachers to ensure effective research-based practices are implemented in classrooms.|BVUSD is located in a rural area with 2167 students. Big Bear High School’s enrollment is 653, Chautauqua Continuation High School’s enrollment is 24, and Big Bear Middle School is 479. Since secondary schools are small, the offering of a large variety of classes remains a challenge.|At the Elementary level, i-Ready ELA and Math are offered in support of the regular curriculum. At the secondary level, Edgenuity and ALEKS, two online programs are offered this year to allow for credit recovery and intervention. 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 online or meet with the teacher individually and take the rest of the content in the classroom. Students may 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 resource options to further support students’ achievement.||2021-06-14||2021                
36676520000000|Chaffey Joint Union High|7|The CJUHSD monitors student progress to ensure all are on track to graduate, have access to a broad course of study, and courses meeting A-G, and demonstrate preparedness on the College and Career Indicator.   The monitoring procedures include systematic and comprehensive aggregate data and disaggregated data for 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.   The District will reevaluate State Indicators when data from 2020 and 2021 are included. In 2019, the graduation rate of 90.2% exceeded the State rate by 4%. Analysis of graduation rates as reported on the Dashboard will need to consider pandemic conditions as well as the social, health, and welfare impacts of COVID-19.    In 2020, 9th grade on track improved from 90.9% to 92.0%. At the end of the 20-21, that percentage fell to ~75%. This is due to the challenges during the pandemic. 68.7% of the Class of 2021 completed A-G requirements.   Local curriculum committees develop and revise courses to ensure coursework is relevant. A-G courses include Data Science, Math Reas. with Conn., Fin. Algebra, AP Human Geo., and college Geography. The District has 36+ career pathways in high tech, skill, and demand sectors. Students participate in these at their school or through Baldy View ROP.  The District has also increased access to college courses at Chaffey College.|The District ensures that all students have access to a broad course of study to fulfill its obligation to meet Priority 7. The District reviews 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. Despite school closures in 20-21, 100% students had full access to a broad course of study as defined by California Education Code 51210(a)-(i). The CJUHSD complies with SB 359 (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. Since this legislation passed, the percentage of students enrolled in four years of mathematics has increased from 67% to 74% in 20-21. The District is in full compliance with AB1012, ensuring that students are not placed in courses without educational content unless specified conditions are met. The District’s School Climate Survey validates efforts to offer a broad course of study to all students as 96% of staff, 91% of parents, and 95% of students indicated that the schools encourage students to take challenging classes no matter their race, ethnicity, nationality and/or cultural background. Through the pandemic, stakeholders prioritized access to courses that support on-time graduation and college readiness.|The District prioritizes access to a broad course of study for all students; however, the impacts of COVID-19 affected student outcomes in success during distance learning. In 20-21, the District maintained access to a default A-G curriculum for all freshmen. With few exceptions, all freshmen took 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 monitored 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 could be challenging at times due to the complexity of the disabilities. The District provides support and services within the general education setting, including during COVID-19. 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. These students were prioritized to return to school in February 2021 when small cohorts of students engaged in in-person instruction. In 20-21, 61% of students in special education programs were enrolled in general education classes 80% or more of their day, an increase of 3%. 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 has prioritized access to a broad course of study in its LCAP and ELO Grant Plan for the 21-22 school year ensuring that all students can take the classes they need to graduate ready for college and careers. The District affirms that students have a broad course of study by monitoring A-G course enrollment, graduation progress, AP enrollment, freshmen schedules, and special education mainstreaming.    The District will improve the Dashboard’s College and Career Indicator for all student populations.  AVID, new courses, staffing, and scheduling support this vision. The District has increased access to AP courses to all students who desire to challenge themselves. In the 2019 AP exams, the District saw record numbers with 4,480 students taking 8,936 AP exams. Those numbers dipped slightly in 2020 due to the pandemic as some students opted not to take AP exams virtually.    Staffing and master schedules and analyzed to remove access impediments. 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 sites to ensure students are making A-G progress, placed in math and science courses, and for English learner placement. The Director of Categorical Programs ensures that English learners have access to courses they need to achieve post-secondary goals.||2021-06-16||2021                
36676780000000|Chino Valley Unified|7|Broad courses of study and programs for respective grade spans are regularly reviewed and maintained in governing board policies. Students and families are provided more detailed descriptions and options through student handbooks and course catalogs. Print and online resources outlining the courses of study and services for students, including unduplicated populations, are regularly reviewed and updated by counselors. At the elementary schools, schedules including instruction in all content areas are reviewed and classroom observations are conducted to ensure schedules are adhered to throughout the year.?Students in grades 7-8 work with site administrators and junior high intervention counselors to develop Six-Year plans detailing the courses of study in junior high school as well as planned high school courses. High School counselors meet with students frequently throughout the school year to review Four-Year plans. In addition, site administrators and counselors consistently access reports in the Student Information System (AERIES SIS) to help them monitor student access to courses of study and special programs year-round. Most recently, there has been development in the SIS towards dashboards to track indicators such as UC/CSU readiness (disaggregated by special populations and programs), CTE Pathway Completion, and Work-based Learning.|Each elementary school offers a broad course of study that encompasses all content areas. All students in grades 2-4 have access to music at each elementary site.  Only some elementary students participate in band and choir within the school day based on interest and availability of instruments. While students at all our schools serving grades 9-12 have access to ALL broad courses of study, the data does show differences in the completion rates among the courses of study. One example is the difference in the percentage of students completing ‘a-g’ requirements. While all schools have made progress in the percentage of students meeting the UC/CSU ‘a-g’ requirements, there is a difference in the rates at which student groups are progressing. Measures taken to address this indicator include action steps for each campus in which the sites indicate specific actions and completion timelines in identifying students who are on or not on target to meet requirements.|The LEA provides and makes accessible to all students a broad course of study. There are systemic measures in place to support success for all students in the broad course of study. However, there are always some students who may not be able to complete the broad course of study in the same amount of time. For example, students who enroll in the district in the last couple of years of high school and arrive with missing significant educational or learning experiences may not be able to complete graduation or post-secondary entrance requirements. English learners are sometimes part of this scenario due to their impacted schedule that must also accommodate a course for Designated English Language Development. The LEA is beginning to address this barrier by developing a targeted plan to reclassify all Long-Term English Learners prior to entering middle school.  Likewise, the secondary schools provide opportunities for students to take classes outside of the school day, during summer, or even independently. Another way the LEA has addressed this is by continuing to improve reclassification opportunities throughout the school year.  The Gifted and Talented Education (GATE) program for identified students provides additional enrichment opportunities both during the instructional day and outside of school hours. With school sites being able to provide individualized professional learning for teachers of GATE students, teachers receive varying levels of professional learning.|The LEA has implemented aligning proactive practices across all its secondary sites that focus on ensuring students are aware of and enrolled in broad courses of study. The action taken are one-to-one meetings between district administration from all departments with site administrators and counseling teams. The LEA communicates and supports a series of action steps the sites must take to identify students and special populations that need more support in participating in and completing broad courses of study. These meetings occur twice a year and are part of a larger system of monthly meetings with counselors and administrators.||2021-03-04||2021                
36676860000000|Colton Joint Unified|7|Colton Joint Unified measures 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 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 online course catalogs and this year students used an online process to select their courses and work with counselors to assure courses were appropriate to their needs.  Processes and procedures are in place to assist with student placement using available diagnostic data to support accuracy and find inappropriate or missing classes from student schedules to support open access to available courses.|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).  CJUSD is now 1 to 1 with Chromebooks where all students are provided a Chromebook to take home and bring to school, as well as a hot-spot, if needed, to provide internet. Students meet with counselors and complete course requests based on student needs and wants.  Site master schedules are developed based on the 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 CTE Pathways and some Advanced Placement courses based on low enrollment in the course.  Through our partnership with CRY-ROP, all students are offered online CTE courses in many CTE pathways.  Available course offerings are reviewed yearly to provide 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.  The district provides opportunities for Concurrent enrollment with local or online colleges and dual enrollment with San Bernardino Valley College to provide access for students to gain both high school and college credits simultaneously.  These course requests from students must meet board policy requirements to be counted toward high school credit and are approved by the school board.|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 courses 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.  In addition, CRY-ROP offers a CTE online program where students can enroll and take courses that might not be available on all sites.  To address the barrier of time in a student’s schedule and elective offerings, some sites offer Period 0 and Period 7 classes that allow students flexibility during their normal schedule, 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.  Through LCAP funds, the District also provides Summer School at the middle, and high schools where students can make up courses or take a course to free up time in their schedule during the school year.||2021-06-24||2021                
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. 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 last measured by Dataquest there are self-contained classes at the elementary school in 2018-2019. There were 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 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 CTE and career-ready practice. We will use after-school programs to explore future options for CTE and career-ready practices. CSD has implemented a Portrait of a Graduate/vision.|CSD has expanded its instructional program with the addition of two general education teachers at each school site. In addition, two intervention teachers and two intervention instructional aides have been acquired to assit with improving learning recovery for all unduplicated students.||2021-06-17||2021                
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 2020-21 school year all ESD students were enrolled in the seven areas identified as a broad course of study during the school day with the exception of exploratory courses at the middle school level. Exploratory courses were suspended during the 2020-2021 school year due to the virtual school environment which was necessary as a result of the COVID-19 pandemic. Some students receiving special education services had limited but increasing access to some coursework as a result of additional supports/services identified as needs through students’ individualized education plans.|A barrier to providing access to a broad course of study is 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.||2021-06-23||2021                
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 include the local Board 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.   At the secondary level (Grades 7 – 12), the measures used to evaluate student access to and enrollment in a broad course of study include the number of courses/sections offered in each Education Code category and the percentage of 2020 graduates who completed a broad course of study across their secondary educational experience (2021 data was not yet available at the time of analysis and reporting to the Board in early June 2021).  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 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.|All students in grades 1-6 have access to and are enrolled in a broad course of study. All 1st-3rd grade students receive VAPA in core instruction and have access to after-school opportunities. For 4th-6th grade students, 100% were enrolled in general music enrichment and additionally can participate in Band, Strings, Choir, and after-school VAPA programs.  For 2019-2020, 29% of 4th – 6th grade elementary students were enrolled in Band, Strings, or Choir. This was a decline of 8% from 2018-2019, however a new protocol for tracking enrollment in these programs was implemented in 2019-2020 and it is evident that not all data was accurately captured.  24% of 1st-6th grade students participated in after-school VAPA programs which is a 4% increase over 2018-2019.  29% of 6th graders at middle school were enrolled in a VAPA course.  All students in grades 7-12 have access to a broad course of study. The following shows the percent of 2020 graduates who 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:  All Students: 47% (6% increase); SWD: 42% (10% increase); EL: 43% (6% increase); SED: 47% (6% increase). About half of all students completed all areas for a broad course of study, however an additional 38% completed all core courses plus 3 of the 4 elective areas, demonstrating that 85% completed a broad course of study or were very close, missing only one elective course.|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 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 limited capacity for enrollment into CTE and applied arts courses. While the CTE category offers the greatest number of courses, it is one of the most limited in terms of the number of sections offered (491 sections across 86 courses as compared to VAPA (635 sections across 88 courses). For Applied Arts, FUSD offered just 401 sections across 51 courses in 2019-2020.  Lastly, another barrier continues to be awareness on the part of counselors and students about the definition for a broad course of study and the data around completion rates.|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.  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.  In addition, progress monitoring structures will be put in place to ensure 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.||2021-06-16||2021                
36677360000000|Helendale Elementary|7|We use many tools to assess access to a Broad Course of Study. This includes student and parent surveys, educational code, board policies, and leadership discussions and assessments to ensure that a broad course of study is offered.|K-8 have access to all curricular areas through multiple subject self contained classes or a middle school curriculum with 6 classes per day that are tracked by the HSS School Counselor.|Location can be a barrier to allow students the access to the broadest of curriculum. Because of our location in California, it can be challenging to travel to areas that provide access such as large cities or geographic landmarks. Location is the biggest challenge to access to the broadest of curriculums.|We have taken a more active approach to encouraging field trips and real access to a broader curriculum. Students should experience more by being able to have access to as many experiences as possible.||2021-06-21||2021                
36677360116723|Academy of Careers and Exploration|7|We use many tools to assess access to a Broad Course of Study. This includes student and parent surveys, educational code, board policies, and leadership discussions and assessments to ensure that a broad course of study is offered.|Grades 7-12 have access to all curricular areas through multiple subject self contained classes or a middle school curriculum with 6 classes per day that are tracked by the HSS School Counselor.|Location can be a barrier to allow students the access to the broadest of curriculum. Because of our location in California, it can be challenging to travel to areas that provide access such as large cities or geographic landmarks. Location is the biggest challenge to access to the broadest of curriculums.|We have taken a more active approach to encouraging field trips and real access to a broader curriculum. Students should experience more by being able to have access to as many experiences as possible.||2021-06-21||2021                
36677360128439|Empire Springs Charter|7|Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when K-8 students enroll, they are placed in the required courses of study. All TK-8 students have access to several elective or thematic courses, in addition to all core courses. Homeschool boxed set curriculum are 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 annually reviews program schedules to ensure students are enrolled in a broad course of study.  High school students also have access to many CTE Pathways, internship opportunities, and dual enrollment  and articulated college courses.|All students have access to a high quality, broad course of study including math, ELA, language, art, social science, science, and multiple elective options. Programs offer instruction in-person and via independent study to best meet students' situations and goals.  All high school students have access to a complete A-G sequence, and 7th and 8th grade students have access to math and language other than English (LOTE) at the A-G level.  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.. In addition, administrators are aware that some of our students were enrolled in, but did not complete the  A-G LOTE requirement. All dual enrollment college courses as well as CTE courses and pathways are available online to accommodate all students, regardless of their region. The school has improved access to a broad course of study by expanding online options including LOTE 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, so 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 school 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 VHL and eDynamic Learning as an online 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. Student access to live teaching has been expanded. Students have access to live online seminars with single subject specialists on a weekly basis via a virtual classroom and office hours. The school 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 to create an engaging and rigorous program for each student.||2021-06-10||2021                
36677360130948|Independence Charter Academy|7|We use many tools to assess access to a Broad Course of Study. This includes student and parent surveys, educational code, board policies, and leadership discussions and assessments to ensure that a broad course of study is offered.|Grades 7-12 have access to all curricular areas through multiple subject self contained classes or a middle school curriculum with 6 classes per day that are tracked by the ICA School Counselor.|Location can be a barrier to allow students the access to the broadest of curriculum. Because of our location in California, it can be challenging to travel to areas that provide access such as large cities or geographic landmarks. Location is the biggest challenge to access to the broadest of curriculums.|We have taken a more active approach to encouraging field trips and real access to a broader curriculum. Students should experience more by being able to have access to as many experiences as possible.||2021-06-21||2021                
36677360136069|Sage Oak Charter|7|The counselor, teacher, parent and student develop a personalized educational plan for each student. The EL Coordinator, the Special Education Case Managers and Homeless and Foster Youth Liaison join the review of each plan as needed. This plan includes a broad course of study aligned with the California standards and graduation requirements. It is updated as students' interests and abilities change to reflect the students' changes and needs. It is updated throughout the semester during regularly scheduled teacher and student meetings.|The teachers and educational advisors monitor course enrollment to develop each student's educational plan. The measures and tools that are used are consistent reviews and teacher meetings of what the student is doing and what their interests are. In consultation with the counselor, EL Coordinator, Special Education team, and the Homeless and Foster Youth liaison each student's unique plan may pivot to reflect changes in students interests and ability that have been identified with data from course performance and teacher anecdotal assessments. As the result of this we have improved our graduation rate.|Providing students with hands-on experience in CTE  courses due to the fact that we do not have a physical location has been a challenge. However, we overcome that barrier by encouraging dual enrollment in Community Colleges where the resources for hands-on instruction and training are readily available.|After students have progressed with increased monitoring and communication, the Sage Oak team engages them in correspondence which include various offers of support.||2021-07-15||2021                
36677360136937|Vista Norte Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, we track the participation levels of English Learners, Low Income, Homeless, Foster Youth, exceptional needs students, and students by grade level for 2020-2021 for the first semester.  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 Technical 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|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 provide access to the curriculum through independent study, small group instruction, and/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 enrollments were seen in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language and math was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses such as Spanish.  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 students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in Career Technical Education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-14||2021                
36677360139576|Excel Academy Charter|7|All students, parents/guardians, and Teacher of Records (ToRs) meet with their assigned High School Guidance Counselor (for high school students) yearly to review graduation progress, select courses that will ensure they meet their academic goals, and create a detailed in depth Course of Study that indicates specifically the courses the student will be studying and the vetted and approved curriculum. A pacing guide for each assigned subject is then created by the ToR who will monitor the completion of the assignments and assessments outlined. The Course of Study will be updated throughout the semester as needed. The ToR will thoroughly document the student’s learning by analyzing the completion of the pacing guide and coursework. All students, parents/guardians, and ToRs have access to the high school plan that is created with the assigned High School Guidance Counselor. All students have access to core subject courses, an array of elective courses, CTE courses, and have the opportunity to take advanced high school courses (honors and AP), in addition to participating in concurrent enrollment. If necessary, students have access to credit recovery classes. The High School Guidance Counselor and Assistant High School Principal initiates a general education meeting to follow each eighth grade end-of-year IEP to ensure that the students have a plan in place for high school. Any SPED curricular questions are addressed with the SPED lead. Case Managers help to implement IEP goals.|The EACS High School Guidance Counselor and Teacher of Record work together to plan the approved courses and develop four year high school plans. The High School Assistant Principal and HQT team monitor student enrollment in the approved courses. Together with the student and parents, the team creates a plan based on student interests, goals, and grade level expectations. When deemed appropriate and based on internal and state assessment results, the Title 1 and Intervention Coordinators work in conjunction with the Special Education Team, High School Counselor, Teacher of Record, and Administrative Team to ensure that the student has proper resources and interventions in place to strengthen skills and close any learning gaps. As a result of the collaboration, guidance, and support in place, EACS continues to see great success with graduation and students moving on to community college, four year college, and trade schools.|Since EACS does not have a physical location, providing students with hands-on experience in CTE Capstone courses can be a challenge. However, we overcome that barrier by encouraging dual enrollment in Community Colleges where the resources for hands-on instruction and training are readily available.|EACS is working closely with the Health Science CTE teacher and Kaiser Permanente for potential internship opportunities. EACS tracks students’ volunteer and work-based hours through remote learning opportunities for the Completer courses. EACS is growing the Health Science pathway, and is currently looking for a new Business and Marketing teacher.||2021-08-19||2021                
36677770000000|Morongo Unified|7|The MUSD uses Illuminate and Synergy 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 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 CP 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 six 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 the staff meetings and professional developments. We also have a highly successful Saturday School program intended to address academics for students with absences. We also have expanded alternative education options that allow students to access the broad course of study through flexible programs, both independently and remotely, as well as in-person or using a hybrid method.||2021-06-29||2021                
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 2019-20 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 junior high school students have access to a broad course of study as required by Ca. Education Code 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 7 & 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 i|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.||2021-06-17||2021                
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 2020-2021 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, that may include but are not limited to subject areas in Education Code 51210, 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.||2021-06-15||2021                
36678010000000|Needles Unified|7|Students have access to a broad course of study through both in-person and on-line materials that are adopted by the Board as standards-based instructional materials.  Although secondary schools are small in enrollment, school staff work to create a master schedule that provides a broad course of study through additional classes/courses and a 7 period day at the high school level.  All students are served.|All students have multiple opportunities to access the District's broad course of study.  AP and college preparation courses are open to any student that would like to enroll and support is provided for participation in the classes.  Additional courses provided by the local community college extend the CTE program into the areas of automotive and welding provide extended learning opportunities for HS upper classes.  Students identified as in need of special education are provided support in SAI courses in an inclusion model.  All students are mainstreamed to support to optimize learning.|Given the size and remote location of the District, it is difficult to hire CA credentialed teachers. The applicant pool are teachers from Arizona who must then clear their credential and pass other required elements for their credentials.  It is also a challenge to provide electives at the secondary level for students to have a broad course of study as well as to provide additional CTE pathways.|The District continues participation in an adult educational consortium that provides CTE courses and parent education workshops.   The District is in the process of identifying allowable electives that the current teaching body can offer to students as well as identifying any teacher that could offer additional program with extended professional development.||2021-09-14||2021                
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.|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.||2021-06-17||2021                
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.||2021-10-13||2021                
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.||2021-10-13||2021                
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.|There can be barriers to classes that can be taught via the independent study program. Classes that require hand on and in person requirements can be a challenge in this program. New curriculum has been adopted to ensure students have online labs, tutoring programs, and additional support for students to be successful in all areas.|Students have access to college prep A-G curriculum and classes 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.||2021-10-13||2021                
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.|There can be barriers to classes that can be taught via the independent study program. Classes that require hand on and in person requirements can be a challenge in this program. New curriculum has been adopted to ensure students have online labs, tutoring programs, and additional supports for students to be successful in all areas.|Students have access to college prep A-G curriculum and classes on 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.||2021-10-13||2021                
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.|There can be barriers to classes that can be taught via the independent study program. Classes that require hand on and in person requirements can be a challenge in this program. New curriculum has been adopted to ensure students have online labs, tutoring programs, and additional support for students to be successful in all areas.|Students have access to college prep A-G curriculum and classes through 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.||2021-10-13||2021                
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.|There can be barriers to classes that can be taught via the independent study program. Classes that require hand on and in person requirements can be a challenge in this program. New curriculum has been adopted to ensure students have online labs, tutoring programs, and additional support for students to be successful in all areas.|Students have access to college prep A-G curriculum and classes 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.||2021-10-13||2021                
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.|There can be barriers to classes that can be taught via the independent study program. Classes that require hand on and in person requirements can be a challenge in this program. New curriculum has been adopted to ensure students have online labs, tutoring programs, and additional support for students to be successful in all areas.|Students have access to college prep A-G curriculum and classes 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.||2021-10-13||2021                
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.|There can be barriers to classes that can be taught via the independent study program. Classes that require hand on and in person requirements can be a challenge in this program. New curriculum has been adopted to ensure students have online labs, tutoring programs, and additional support for students to be successful in all areas.|Students have access to college prep A-G curriculum and classes 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.||2021-10-13||2021                
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.|The nature of independent study has created obstacles for offering many classes that require in person and hands on curriculum. To combat these issues, MRA has adopted new curriculum that has online components.|Students have access to college prep A-G curriculum and classes through online platforms that are monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.||2021-10-13||2021                
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- 77.7% 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 69.6% English Learners; 69.6% Economically Disadvantaged; 75% of African American Students; 76.7% of Hispanic Students; and 67.8% Students with Disabilities have access to or are enrolled in a broad course of study.   SECONDARY- 62.5% 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 55% English Learners; 55% Economically Disadvantaged; 72.5% of African American Students; 82.5% of Hispanic Students; and 40% Students with Disabilities have access to or are enrolled in a broad course of study.|ELEMENTARY- Distance Learning in 2020-21, need more exposure to a diverse curriculum, need more professional development, access to enrichment opportunities, need better communication with the public, chronic absenteeism, transportation issues, parent participation, curriculum needs to be better aligned to state standards.   SECONDARY- Distance Learning in 2020-21, need more focus on career readiness, more special education supports (Aides, FTE), scheduling issues and limitations, need CTE options for Middle School, need more funding and teacher training.|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; consider personalized learning platforms; 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 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. Finally, there needs to be better communication to stakeholders on the different types of offerings that are available.||2021-06-15||2021                
36678500000000|Rialto Unified|7|The measures and tools the District uses include Transcript Evaluation Service (TES), counselor created 4-year plans, and reports generated from CALPADS.|Since the 2016-17 school year, the District's graduation rate has increased. The data also shows that the overall graduation rate for students who receive special education services has increased over the last three years at all of our high schools.  On a similar note, the District's A-G rate has increased over the last few years. However, the data shows that one of our high schools had a significantly higher A-G rate than the other two comprehensive high schools. The data also revealed that our students in our continuation high school rarely met the A-G requirement.|Systems, practices and policies have been identified as barriers preventing the District from providing access to a broad course of study for all students. Specifically, the District will focus on school reported data, CALPADS certified data, and equitable course offerings.|First of all, in order to create systems that assist counselors and administrators to identify gaps in coursework, LCAP Actions  were written to add two platforms next year. Naviance is a comprehensive 6-12th grade college and career readiness program. Naviance will help students choose coursework, create four year plans, apply to colleges, and receive financial aid education and support. Hoonuit, on the other hand, is a data analytics platform that will bring in multiple data points into a single dashboard to track student performance.   Along with these two actions, Riverside County of Education  will be used to implement equal opportunity audits to assess if there is an access or failure issue preventing students from meeting A-G or any of the other indicators. The District will also refine the training on accurate reporting, including dropout code training for staff. Another action will be to modify practices around the master schedule. This includes ensuring that students have access to A-G classes, offer high school and college classes outside of the traditional school day and offer college classes during the traditional school day.||2021-06-23||2021                
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 assess the extent to which all students have access to and are enrolled in a broad course of study. Additionally, we utilize reports in the district’s student information system, Aeries, to determine student enrollment in classes including all unduplicated student groups, and students with exceptional needs, across the grade spans. Other tools utilized include course catalogs, master schedules, before and after school programs, virtual learning opportunities, CTE and pathway programs, concurrent enrollment, SAT/ACT participation rates, student surveys, electives offered, A-G completion rates, enrollment in AP courses and participation in extracurricular activities.|For the 2020-21 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 a broad course of studies which includes all seven identified areas: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Physical Education. Some sites offer before and after school programs which provide additional support 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 a broad course of study within their school offerings built into the master schedule. Since we have one middle and one comprehensive high school within our district, we do not have the capability of providing different program focuses at other campuses. All courses such as CTE and Pathway offerings must be provided at our one site. Although we are a small district, we have been able to increase the number of AP courses offered over the past couple of years. As we reviewed our data tools, we recognized that although we offer a broad course of study to all students, we observed that student groups such as EL, Hispanic, and Low SES, had lower participation rates in AP and A-G offerings. This has prompted us to review our course descriptions and expand our A-G course offerings inclu|Barriers preventing Rim from maximizing broad course of study offerings include declining enrollment and the fact that we only have one comprehensive high school within the district. This limits our ability to provide a variety of options for CTE Pathways and other program focuses. Another barrier is providing the necessary ELD support to our EL students, within the time constraints of the school day, while still providing preferred courses to students. Despite these barriers we have been able to maintain a strong CTE program with the classes we currently offer and have high completion rates in our pathways. In addition, we have maintained a variety of electives, art, and music programs, clubs, sports, and extracurricular activities. This is often difficult for smaller districts. We are fortunate to have community engagement that supports the Arts, AVID, electives, and literacy.|Regular analysis of enrollment and participation in a 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. Programs such as Virtual Job Shadow have been utilized to inform students and parents of college and career readiness requirements, opportunities and resources. The data from our broad course of study tools will be shared with our LCAP stakeholder groups as we evaluate our 2021-22 LCAP and plan for continuous improvement.||2021-06-24||2021                
36678760000000|San Bernardino City Unified|7|9th grade placement recommendations for math and ELA based on district criteria and a 6-week check-in on placement are used to monitor student placement. Completion of the UC/CSU requirements is used to monitor students being “on track” for completing the  requirements for college admission along with other measures. The Multilingual Department provides oversight and monitoring of students identified as English Learners.  Individualized Education Plans (IEPs) are used to ensure Special Education students have access to the least restrictive environment. Opportunities are made available based on the students’ strengths with the goal being a high school diploma and being prepared for future college and/or career.  Advanced learners are identified through district GATE testing annually.  For 2021-22 testing will be administered for grades 2 and 3 due to the school closure during 2020-21. Students are also tested upon request.  State tests and local assessment scores can also be used to determine student participation. 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.   The addition of a high school equity program specialist serves as case manager for grade 9 African American students to track student enrollment, success in A-G and advanced courses, and develop a student support network.|Elementary students have access to Primary language instruction, Dual Language programs and Visual and Performing Arts programs beginning in grade 3.  Middle and high school students have access to the four core areas as well as Health/Physical Education, Visual and Performing Arts, Career Technical, and World Languages which was expanded to additional middle schools.  Seven high schools have continued to offer a full regimen of annual AP exams during 2019-20 and 2020-21. AVID programs in middle and high schools continue to exceed district averages in attendance and A-G completion rates. Our high school equity program specialist is now working to ensure that Black students graduate having met California’s A-G requirements. All students have access to Career Technical Education (CTE) Pathway courses at high school and integrated pathway experiences at the elementary and middle school levels. During the 2020-21 school year analysis of participation rates of high school African American and Special Education students began.  Long-Term English Learners at the secondary level are provided English Language development support and this support can impact access to the broad course of study.  The IEP process provides 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 so support programs often crowds student schedules.|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. Barriers to ensuring that African American students meet the A-G requirements and are appropriately enrolled in advanced courses, include training, staff with an equity mindset, course scheduling, availability of staff to effectively manage student cases, and other logistics. 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.|Our goals are improving first instruction, mastering grade level standards in English language arts and mathematics for all. Stakeholders have identified priority student groups: African American, Special Education, and English Learners for which additional support are being provided.   Professional development around first instruction will continue for the 2021-22 school year. Working to better align course offerings to A-G requirements, monitor student participation in rigorous, advanced courses with an emphasis on students remaining within these programs, especially students from underrepresented populations is a priority. Reclassifying English Learners (EL) is a priority. A Latino Task Force was created and will continue in 2020-21 to identify strategies to help our Latino students meet grade level standards.  The work of African American Task Force work continued and the hiring of a high school equity specialist was added.  For 2021-22, two high school equity counselor positions are being added. A Task Force will be deployed for the 2021-22 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.  Our district continues to improve the monitoring systems and tools utilized to ensure equitable student access.||2021-06-22||2021                
36678760109850|Public Safety Academy|7|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. 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 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.|Student and parent concerns regarding emotional and academic losses sustained as a result of the COVID-19 pandemic are being addressed by the LEA to hire learning loss teachers to address the learning gaps shown by our students in grades 6 through 12. This program is meant to ensure that all students in all subgroups are supported in their access to a board course of study.||2021-09-16||2021                
36678760120006|New Vision Middle|7|New Vision Middle School is using the single sign-on program entitled Clever, Google Classroom, PowerSchool (internal student information system) and SEIS to ensure all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups and individuals with exceptional needs are served. PowerSchool and SEIS have a built-in CALPADS error check utility that alerts users of any errors that exist. Each of these programs are utilized on a daily basis to provide instructional and curricular support and to track student access and participation.  Students participate in a broad course of study in the grade span of sixth grade through eighth grade. Students receive academic instruction in Math, a double period of English Language Arts (reading, writing, speaking and listening), English Language  Development (ELD), Science, Social Studies, Physical Education (integrated health) Spanish and Visual and Performing Arts.|English learners have access to and are enrolled in a broad course of study and also receive designated ELD support daily based on the California state ELD standards. Students are provided specific support using a newly adopted ELD program Educeri that is designed specifically to support English Learner instruction.  Students will receive designated ELD with this program at their specific reading level within their SFA reading block. In addition, teachers implemented EL portfolios to assist in the monitoring of progress towards meeting EL standards. Tutoring for English Language Learners is also an increased service. Students with exceptional needs have access to and are enrolled in a broad course of study and are supported by a FTE specialized academic instruction teacher (SAI) and a FTE general education teacher. Per the individualized education plan (IEP) students are provided additional services, accommodations to the instructional program provided by the general education teacher and additional resource instruction by the SAI teacher. Students are also supported by additional tutoring afterschool.|There are no barriers in providing the students of New Vision Middle School  with a broad course of study for all students.|To ensure the continued broad course of study for all students New Vision Middle School has adopted a new math and English language arts curriculum. These curricular choices were based on a need to meet the diverse needs of  all students based on grade spans, unduplicated student groups, and individuals with exceptional needs.   In 2020-21 school year, a math committee was formed to evaluate the current effectiveness of the math curriculum resource materials that were utilized in the instructional year. It was determined that the resources were not meeting the needs of students. The committee underwent an adoption process and evaluated several options for curriculum implementation. The committee agreed to implement Swun Math. This data driven program, based on cooperative learning structures, designed to teach math to students through conceptual and procedural lessons. The program also supports learning gaps through their program Beyond the Basic Facts, designed to provide strategic opportunities for math fact practice.  Success for All, a research proven program, was selected for implementation to meet the diverse needs of our students in English language arts. This strategic program levels students for an instructional block based on their unique reading level. Rigorous instruction is provided to students whether below or above grade level standards. Students work in cooperative groups to become proficient and strategic readers and writers.||2021-06-24||2021                
36678760120568|Options for Youth-San Bernardino|7|All students have equal access to the school’s entire program and are provided assistance with a personal learning plan to meet the requirements of graduation and are prepared for the pursuit of their academic, personal, and career goals. All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college-and-career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished. The Student Activity Workbooks are created by the Curriculum team at Skyrocket, Inc, which also works to ensure that all curriculum is aligned with the Common Core standards. As of the 2020-2021 school year all high school English, Math, and Science courses have been aligned to the CCSS and NGSS. This includes a new Biology course that is aligned to NGSS as well as new Algebra 1, Integrated Math 1 and English 9 courses that are newly developed and aligned to the CCSS.  In addition there are new Economics, Government, and World Geography courses that have been integrated with the History/Social Science literacy standards. Lupine PropertiesLLC. ensures that our science classrooms are compliant with the wet lab requirements. OFYSB also has online courses, which are facilitated by teachers through our newly adopted Edmentum LMS platform. Through this digital platform, students have access to over 200 core and elective semester|All OFYSB 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 Edmentum LMS platform. 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, Achieve 3000 courses, and our newly implemented iLit ELD Curriculum. 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.|Barriers preventing access to a broad course of study vary from school site; and is largely dependent on student demographics. For example, technology needed to access 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, Career Technical Education (CTE) course, or experiential learning opportunity not being offered at their learning center. 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 OFYSB 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 2020-2021 school year we were able to expand on some existing programs and implement some new interventions and resources. OFYSB will continue to expand into other CTE pathways as we determine student interest or need.  Also we determined that the APEX platform was no longer a good fit for our student population, so we made the full transition to the Edmentum LMS.  Our students can now access over 200 semester courses, many of which satisfy VPA, Foreign Language, and CTE requirements.  Also, Edmentum offers a full set of A-G approved curriculum and a growing number of AP courses.  The Skyrocket Curriculum Department released some new courses in the past two years, many of which resulted in further alignment to the CCSS and NGSS.  And finally we were able to fully implement the ELD intervention program, iLit.|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 Edmentum at all learning sites. The Skyrocket 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. OFYSB implements subject specific PLC’s to analyze the data to drive course and curricular decisions in the Direct Instruction program. 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.|2021-06-17||2021                
36678760121343|iEmpire Academy|7|iEmpire Academy is using the single sign-on program entitled Clever, Google Classroom, PowerSchool (internal student information system) and SEIS to ensure all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups and individuals with exceptional needs are served. PowerSchool and SEIS have a built-in CALPADS error check utility that alerts users of any errors that exist. Each of these programs are utilized on a daily basis to provide instructional and curricular support and to track student access and participation.|English learners have access to and are enrolled in a broad course of study and also receive designated ELD support daily based on the California state ELD standards. Students are provided specific support using a newly adopted ELD program Educeri that is designed specifically to support English Learner instruction.  Students will receive designated ELD with this program at their specific reading level within their SFA reading block. In addition, teachers implemented EL portfolios to assist in the monitoring of progress towards meeting EL standards. Tutoring for English Language Learners is also an increased service.  Students with exceptional needs have access to and are enrolled in a broad course of study and are supported by a FTE specialized academic instruction teacher (SAI) and a FTE general education teacher. Per the individualized education plan (IEP) students are provided additional services, accommodations to the instructional program provided by the general education teacher and additional resource instruction by the SAI teacher. Students are also supported by additional tutoring afterschool.|There are no barriers in providing the students of iEmpire Academy with a broad course of study for all students.|In 2020-21 school year, a math committee was formed to evaluate the current effectiveness of the math curriculum resource materials that were utilized in the instructional year. It was determined that the resources were not meeting the needs of students. The committee underwent an adoption process and evaluated several options for curriculum implementation. The committee agreed to implement Swun Math. This data driven program, based on cooperative learning structures, designed to teach math to students through conceptual and procedural lessons. The program also supports learning gaps through their program Beyond the Basic Facts, designed to provide strategic opportunities for math fact practice.  Success for All, a research proven program, was selected for implementation to meet the diverse needs of our students in English language arts. This strategic program levels students for an instructional block based on their unique reading level. Rigorous instruction is provided to students whether below or above grade level standards. Students work in cooperative groups to become proficient and strategic readers and writers.||2021-06-24||2021                
36678760122317|Hardy Brown College Prep|7|Bell schedules, student handbook, and course enrollment reports.|There is only one site, and there are no differences across student groups.  Our scholars all have access to core curriculum in ELA/Humanities (Social Science), Math, and Science that is uniform across our system.  All scholars have access to music or art.  We also have Education Specialists and Instructional Aides in order to for all scholars to have access to these courses.|All scholars have access to a broad course of study.|During distance learning, we created access for all scholars by making our program pandemic-proof.  This includes creating synchronous and asynchronous learning opportunities in all subjects, and regular small group time to close gaps.||2021-08-26||2021                
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|7|Ballington Academy for the Arts & Sciences – San Bernardino (BAAS-SB) was established in 2016 and recently received approval to operate for an additional 5 years from its authorizer San Bernardino City Unified School District.  Ballington currently serves 176 students in grades TK-5. Our current student demographics include 26.4% English Language Learners (ELL); 6.7% Students with Disabilities, 4.5% Foster Youth; 15% Homeless; and 89% qualify for Free/reduced Lunch, of which 22% are African American, 67% Hispanic, 1.8% White, and 2.2% 2+ Races.  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 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, Science/STEM, Music, and Technology courses.  Science/STEM is a supplemental Science course taught by a credentialed Science teacher that will provide all TK-5 students with access to Science labs, and hands-on experiential activities aligned to the NGSS.  There are no differences in 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.|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.|2021-05-25||2021                
36678760136952|Entrepreneur High|7|eHigh School is using the single sign-on program entitled Clever, Google Classroom, PowerSchool, and SEIS to ensure all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups and individuals with exceptional needs are served. PowerSchool and SEIS have a built-in CALPADS error check utility that alerts users of any errors that exist. Each of these programs are utilized daily to provide instructional and curricular support and to track student access and participation.   English learners have access and are enrolled in a broad course of study and receive designated ELD support daily based on the California state ELD standards. Students are provided specific support using a newly adopted ELD program Educeri that is designed specifically to support English Learner instruction.  Students receive designated ELD with this program at their specific reading level within their SFA reading block. In addition, teachers implemented EL portfolios to assist in the monitoring of progress towards meeting EL standards.   Students with exceptional needs have access to and are enrolled in a broad course of study and are supported by a FTE specialized academic instruction teacher (SAI) and a FTE general education teacher. Per the individualized education plan (IEP) students are provided additional services, accommodations to the instructional program provided by the teacher and additional resource instruction by the SAI teacher.|Students participate in a broad course of study in the grade span of ninth grade through twelfth grade. Students receive academic instruction in Math, English Language Arts, English Language  Development (ELD), Science, Social Studies, Physical Education, Health, Spanish and Success 101. Student also select a pathway in their 10th-12th grade span and based on their select enroll and have access to a broad course of study within one of the following pathways:  Food Service and Hospitality Pathway Games and Simulation Pathway Entrepreneurship/Self-Employment Pathway Professional Sales Pathway Design, Visual and Media Arts Pathway|There are no barriers in providing the students of eHigh School San Bernardino with a broad course of study for all students.|To ensure that students have access to a broad course of study a new curricular adoption has taken place in the following content areas: Math, English, English Language Development and Social Studies. Each of the new curricular material adoptions includes a minimum of four hours of professional development from the publisher and continual professional development throughout the school year. This decision included input from various stakeholders including teachers and parents.   The course of study was also expanded to include a dual enrollment program with Valley College in San Bernardino. Students have the opportunity to receive college units and build towards the completion of an associate degree.   Students also participate in instruction on the eSkills that are based on the common core state standards and broaden the course of study around twelve core skills. The eSkills inform both teaching and learning to prepare students to be college and career ready as they demonstrate the following skills: Analyzing Text and Data Pitching Storytelling  Experimenting Prototyping Thinking Visually Ideating Providing Feedback Reflecting  Working in Teams Interviewing  Writing||2021-06-24||2021                
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. Visual and performing arts and health may be embedded in the curriculum  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.||2021-06-16||2021                
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. Visual and performing arts and health may be embedded in the curriculum  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.||2021-06-16||2021                
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. Visual and performing arts and health may be embedded in the curriculum  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.||2021-06-16||2021                
36679340000000|Victor Valley Union High|7|The VVUHSD regularly evaluates our access to a broad course of study using multiple measures.  During the 2020-21 school year, even though our families, students and staff struggled with the new distance learning environment, all students were provided access to a broad course of studies as defined by the CA Ed Code 51210 and 51220(a)-(i). To ensure VVUHSD is moving towards more inclusive, open access to all course offerings, we review and analyze a variety of selected measures to help determine if we are meeting our goal.  The areas that are regularly reviewed include master schedules for equity, California School Dashboard and Dataquest data for graduation rates, A-G completion rates, 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 ELD to advanced CTE 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 for 2021-2022. The focus 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 with stakeholders, including counselors, the district course of study provides the supports necessary to ensure students have a plan beyond graduation.|Our district is comprised of grades 7 through 12 and the course of study at each school includes a focus on student preparation and access to courses that are aligned with “A-G” college approved courses through the University of California Office of the President (UCOP). School sites offer graduation, college prep, Advanced Placement and Career Technical Education (CTE) pathways. With the full implementation of the State Standards, the course of study has been more personalized and responsive to students’ various needs, to ensure broad access for all students. The schools have increased their AP offerings, and enrollment has grown from 1,087 in 2015 to 1,112 in 2021. 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 using online programs such as APEX and Acellus. 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 and the program is growing.|The course of study provides every student with a college and career 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 target group is their specially designed courses, unique to their needs, which do not necessarily allow them access to a college preparatory program. Recently, the course materials used in our special day class pathway have been aligned with standards-based materials and rely less 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 and the district mainstreams EL students with support by their third year. The final group of students are our foster, homeless youth, and transient low-income population.  We have now established a virtual academy and purchased dedicated technology to ensure students may access their online curriculum from home or where they may be residing.|The district has identified special education and English Learners as two target groups in need of additional supports. 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.  The most recent district adoption in science will ensure students with disabilities are accessing the Next Generation Science Standards. The English Learner program is in the process of adopting new, standards aligned designated ELD curriculum and will provide professional development to all ELD teachers district wide. The district has also expanded summer school to include special education, English learner ELD courses alongside the credit recovery courses for credit deficient students.  This district is also providing an intervention course in summer for identified incoming grade seven and nine students. These courses provide them an opportunity to gain a foundation in skills, and self-confidence prior to engaging in the middle school and high school course of study.||2021-06-17||2021                
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 learningthese are accomplished. We continue to allocate resources towards teacher professional development with the development of our 21-24 LCAP goal 2 action 2 where we specify professional learning. As of the 2020-2021 school year all high school English, Math, and Science courses have been aligned to the CCSS and NGSS. This includes a new Biology course that is aligned to NGSS as well as new Algebra 1, Integrated Math 1 and English 9 courses that are newly developed and aligned to the CCSS.  In addition there are new Economics, Government, and World Geography courses that have been integrated with the History/Social Science literacy standards. We ensure  our science classrooms are compliant with the wet lab requirements. Online courses are facilitated by teachers throughEdmentum LMS platform. Students have access to over 200 core and elective semester courses. 92% of the offered high school core courses are UC A-G approved and 94% of all courses contain SDAIE inclusive practices/strategies.|All OFY - Victor Valley Students have access to a broad course of study which can be found in LCAP Goal 2, Action 4. Our blended learning model gives access to Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through the Edmentum LMS platform. All Core subjects are A-G approved curricula. Courses taught are based on student course completion data and analyzed RenStar ELA and Math benchmark data which is incorporated into LCAP Goal 2, Metrics 1-4. Teachers and leadership analyze this data to determine what Direct Instruction courses need to be offered. Students  can travel to different school sites to attend a course not being offered at their school site. EL and Special Education students require access to Response To Intervention (RTI) curriculum through Accelerated Math, Achieve 3000 courses, and our newly implemented iLit ELD Curriculum. RTI curriculum is supported in LCAP Goal 1, Action 8 and 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 issues in order to increase graduation rates and better prepare students for their post-secondary pathways.|One 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 Victor Valley resources. This has been an added barrier due to COVID and the virtual learning environment. The virtual learning environment was a barrier due to the lack of social connections with students and staff. Our hope is that LCAP 4 which has an emphasis on school connectedness and social-emotional supports will help with this barrier.|In the 2020-21 school year OFY Victor Valley 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. OFY Victor Valley also implemented Edmentum to offer a broader variety of course offerings than the former online platform, APEX. Several English and Social Science courses were revised to meet the diverse needs of the OFY Victor Valley learners. In response to COVID and the learning loss experienced by some of our students, we are using our internal test STAR Renaissance to identify the learning gaps. We have hired additional Paraprofessionals to support SWD students. We are bringing students back on campus in smaller groups to give individual support to address the students' learning gaps.||2021-06-25||2021                
36679590000000|Yucaipa-Calimesa Joint Unified|7|Yucaipa-Calimesa Joint Unified School District (YCJUSD) tracks progress in meeting Priority 7 standards by reviewing the following indicators of access to a broad course of study. In grades 1-5, the following measures are utilized to define a Broad Course of Study: student access to Board approved instructional materials, student access to physical education and music instruction, student access to science, technology engineering, art and mathematics instruction, teacher professional development In grades 6-12, we measure access to a Broad Course of Study with a course catalog and master schedule that provides students with several opportunities to meet the college and career readiness indicators which includes meeting high school graduation requirements, A-G course completion, Career Technical Education, Advanced Placement (gr. 9-12),  dual enrollment and opportunities to earn the Seal of Biliteracy.|All YCJUSD students in grades K-5 are enrolled in a broad course of study. 100% of students have access to physical education pursuant to Ed Code 33352. All grade 4 and 5 students have access to Music Instruction; 100% of students in grades K-5 have access to Science, Technology Engineering, Art and Mathematics (STEAM) Instruction. All YCJUSD students in grades 6-12 are enrolled in a broad course of study. 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 a Science, Technology, Engineering, and Math curriculum. 100% of Students enrolled in grades 9-12 are enrolled in courses designed to meet YCJUSD graduation requirements. The Yucaipa High School (YHS) course catalog and master schedule is designed to provide all students access to A-G coursework, thus meeting requirements for admittance into the UC/CSU university system.  YHS currently offers more than 40 A-G approved courses, and three Linked Learning Academy pathways. A Linked Learning Academy is a sequence of courses that engages students by making their education relevant. YHS partners with Crafton Hills Community College to offer students credit in dual enrollment courses. Career Technical Education (CTE) pathways are currently offered at all high schools.|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, Advanced Placement, 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 TK-3 were identified as a barrier in the elementary school day.|YCJUSD 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. The LEA will continue to develop CTE pathways. Among this development is an expansion of CTE opportunities at the middle school level, and including an exploration of integrating Linked Learning Academies to CTE pathways. Following graduation, students will be contacted to collect post-graduate data to be used for improving the manner in which the schools are helping students prepare for college and career.||2021-10-26||2021                
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 also receive art instruction. Art instruction at these levels tie directly to what students are 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 to share learning and complete hands-on activities. Staff members 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 has been around collaboration and social emotional learning. A new addition/goal that was added to the training cycle following our MYP reevaluation visit is to accomplish three IB certified trainings per five year evaluation cycle.|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 second area of concern is the learning loss that accumulated over the past year-and-a-half of distance learning.  Differing home situations have led to different experiences with distance learning.  Early reviews of reading and math data indicate that students in grades K-2 have suffered the most as a result of distance learning.  Within grade levels, though, there will be pockets of students with learning gaps far more detrimental than their peers as a result of the support or lack thereof in the home setting.|CECA is now providing intervention within the school day for math and ELA in grades 6-8.  Students identified through STAR math and reading data go to intervention two times a week.  In grades K-5 reading support happens within the school day, but math support is after school.  Students identified with STAR data are chosen and invited to participate.  When it comes to first, best instruction, the staff continues to focus on the implementation of the Mathematical Mindset  approach to teaching math that focuses on big ideas and hands-on collaborative approaches to teaching math.  In grades K-2 funds were allocated to purchase Fountas and Pinnel reading and assessment materials to complete our leveled reading libraries and provide opportunities for running records and consistent assessing to better guide our instruction.  Next steps include common formative assessments created by teacher teams in the area of math district-wide and opportunities to norm writing by grade level.||2021-10-26||2021                
36738580000000|Baker Valley Unified|7|At BVUSD, our high school student population is less that 50 students.  We have 1 teacher for each subject and students move through the course/master schedule as grade level cohorts.  We offer 2 periods per day of elective classes and students can chose which elective they want.  We track the students courses through our student information system and all classes are A-Z certified.|The High School Student population at BVUSD is less than 50 students and they are grouped in classes by grade level cohorts.|The barrier that we have to overcome is the staffing to offer additional courses.|This year we offered additional elective courses through the Edgenuity program.  We are working with Barstow Community College to get our students enrolled in classes or certificate programs.||2021-06-24||2021                
36738900000000|Silver Valley Unified|7|Silver Valley USD uses its student information system (SIS) 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 SVHS and AEC that track student progress to meet graduation requirements and a-g requirements. Site administrators and school counselors meet with students throughout year to plan future needs and requirements to support student access to a broad course of study.  AVID teachers collect data such as enrollment and progress in honors and AP courses, student progress in core classes and college enrollment as well.|100% of SVUSD’s students had access to a broad course of study during the 2020-21 school year as defined by California Education Code 51210 and 51220. CA ED Code 51210 CA ED Code 51220 All elementary schools have a pullout music and physical education classes. Silver Valley High School is able to offer an auto shop pathway, business/finance classes, and AVID classes. The Alternative Education Center offers a foods courses and photography electives.|The most significant barrier we encounter is our geographic location. We are a rural community and finding external partners is a challenge. Another barrier that exists is, as a small school district, we don’t have the student population to support more staff to provide more program opportunities for our students.|To help overcome the barriers addressed above SVUSD subscribes to Edmentum Courseware, online curriculum, that gives students access to classes that we would not ordinarily be able to provide. The district has partnered with the National Math and Science Initiative and DoDEA to expand our AP participation and passage rates, and increase STEM opportunities district wide. SVUSD is also planning on starting an introduction medical class that will grow into a new CTE pathway at SVHS as well.||2021-06-08||2021                
36739570000000|Snowline Joint Unified|7|DataQuest is one of the sources of information used to identify course offerings and student enrollment. As a result, it is easier to ensure that elementary and middle school students access a broad course of study. In turn, it is 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.   Graduation requirements include completing a broad study course and offering our non-traditional school students flexibility to support specialized needs and specific goals. The California School Dashboard also provides helpful information regarding student academic performance, college and career readiness, and graduation rates, which all directly correlate to preparing students through a broad course of study.   In the College/Career Report, 38.4% of Snowline students are considered ready. Specific student groups, including Socioeconomically Disadvantaged (37.8%), Foster Youth (35.7%), Homeless (23.5%), English Learners (14.7%), and Students with Disabilities (4.7%), trail the “all students” average.  Specific attention and additional support are being rendered to increase access and close achievement gaps among students within the unduplicated student groups. The latter is laid out in detail in the Local Control and Accountability Plan (LCAP)|One hundred percent of Snowline students had access to a broad course of study, with reasonable variance based on unique needs and participation in non-traditional programs. The following is an overview of the scope of learning for Snowline students in grades 1-8 and the course requirements for high school graduation. Courses of study in grades 1-8 progress contextually and increase in their level of rigor.  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   A high graduation rate (89.7%) bodes well in the Snowline community. Additionally, Homeless students (100.0%), Foster Youth (93.3%), and Socioeconomically Disadvantaged students (90.0%) exceed the district average. However, other student groups, such as English Learners (82.9%) and Students with Disabilities (81.8%), fall below that average.   Work is being done to improve GATE identification of underrepresented students beginning in third grade and extending those efforts to high school increase participation of those students in honors and advanced placement courses.|The main barriers to access to a broad course of study at the elementary level 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 or choir in fourth and fifth grade. This example of performing arts also rings true in middle and high school. With that said, students still have access to these and other programs, depending on their level of interest and commitment.   Choice also applies 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.|In response to this data and other quantifying figures, Snowline purposefully evaluates how it delivers Good First Instruction (GFI), remediation, English language development (ELD), and enrichment to all students served. There is also continued work regarding TK-12 vertical alignment and strategic articulation as it pertains to students transitioning from middle to high school and their preparedness for the same. 2021-22 will be the third year that dual enrollment is available at the comprehensive high school. Additionally, Snowline’s goal is to bolster current course offerings, both A-G and CTE.||2021-06-22||2021                
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 2020-2021 year, 100% of Hesperia 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). All HUSD 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, robotics, etc., both within and outside of the regular school day. All HUSD secondary students have access to a broad course of study within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school, students can participate in an Early College Program 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, students attending school through distance learning due to the pandemic affected their performance and access to their traditional learning opportunities.|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. In addition to the above, we will now include data from the California College Guidance Initiative specifically focusing on subgroups enrolled in and completing A-G coursework as additional evidence of access to a broad course of study. Furthermore, data from the National Student Clearing house informs schools and the district of college going rates and college persistence.||2021-06-07||2021                
36750440107516|Summit Leadership Academy-High Desert|7|The School utilizes several tools to monitor student access to a broad course of study including the graduation/college readiness dashboard, master schedule, auto-scheduler tool, report cards, and transcripts in the student information system. This system also identifies unduplicated students and individuals with exceptional needs. Within the system's analytical tool, School administrators are able to disaggragate data from a variety of dashboards to identify student needs and monitor progress. School staff requires additional training to better utilize these features; this training was provided at the end of the 2020-21 school year with additional training scheduled for Fall 2021.|All students in junior high (grades 7 & 8) have access to the same courses which include all state-required courses as well as electives in leadership and study skills. All students with IEPs are in general education classes in an inclusive setting utilizing the push-in/pull-out model.  All students in high school (9-12) have access to the same courses, however, they may choose which graduation track they wish to follow. In collaboration with the student and family, the Guidance Counselor places the student on the appropriate graduation track which determines their scheduled courses. While all students receive the A-G approved state-required courses, students may also achieve A-G eligibility by completing additional courses such as Spanish 2 & 3 and CTE electives (firefighting, law enforcement, or military). Most students with IEPs are in general education classes in an inclusive setting utilizing the push-in/pull-out model. A select few receive specialized instruction from the special education teacher. Teachers embed English learner strategies into their lesson plans to include visual cues, peer support, and curriculum translation.|The school recognizes the benefits of providing today’s youth access to a broad course of study. However, due to the limited physical space on the campus, and the unavailability of credentialed teachers, our opportunities for expansion have been limited.  Additionally, while we recognize the need to provide advanced courses, we chose to focus our few resources on student remediation because 72% of our student population test at 3 to 4 grade levels below their actual grade. Lastly, it is the School’s desire to offer world language courses specially designed for native speakers. In order to do so, the School needs to modify the master schedule to provide such access.|To increase student access to a broad course of study, the School has fostered partnerships with the authorizing district, private entities, county representatives, and other non-profit organizations to identify opportunities for facility expansion through lease opportunities and joint partnerships with existing agencies. The School identified an additional Math course that satisfies the A-G eligibility requirement taught under the current teacher’s credential. Although the School does not have the enrollment to support advanced courses on campus, the guidance counselor works with students to access these courses through the School’s concurrent enrollment partnership with the local community college. The School is working towards expanding its dual enrollment course offerings, however, due to turnover in the principal position, this program has plateaued and will resume upon the hiring of a new school principal.||2021-06-18||2021                
36750440114389|Mirus Secondary|7|In 2020-2021 our school served 379 students in grades 7-12.  The student demographics include:   Percentage of Students with Disabilities: 14% Percentage of English Learners: 5.5% Percentage of Socioeconomically Disadvantaged: 66% Percentage of Homeless and Foster Youth (FY): 2.4%  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 74% 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, post-high school goals. All courses leading to a high school diploma are uc-ag approved and NCAA approved. Students have access to Advanced Placement (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.||2021-06-22||2021                
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 2020-21 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 2021-22 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 l|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.||2021-06-10||2021                
36750510115089|Sky Mountain Charter|7|All students have access to a broad course of study through a diverse offering of instructional opportunities and materials for grades TK-12. Locally selected measures are compiled and tracked in the school’s SIS. These measures include: 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. 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 first semester. Results are used to formulate an individualized learning plan. Students who score below grade level on this assessment are provided additional support to close the achievement gap. For students in grades 8-12, annual School Counselor 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.   Additional details can be found at: https://docs.google.com/document/d/1CC1nr0PY-H2fZeLZDgSqhyRzhbgYVLtyBCAWMSDwA3g/edit?usp=sharing|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 and print curriculum, and instructional classes are available. Additionally, several school organized field trips are offered each month. Students in grades 9-12 can select from 150+ a-g approved courses, each with a syllabus specifically tailored for independent study.  Students can also engage through online group discussions, community vendors, or online synchronous courses. Students can complete a CTE certification in 12 different career pathways. The school counselor works individually with each student in grades 8-12 to help them design a broad course of study. The outcome of those meetings is a 4-year planner that outlines the courses and methods of instruction that will best suit each individual student’s needs. For students who have an IEP and English Learner students, please see full narrative (url at bottom).   We are able to serve many different sectors of exceptional students. Students who choose an accelerated program can take honors, AP, and college courses during high school. For students who have an IEP and English Learner students, please see full narrative (url at bottom).  Additional details can be found at: https://docs.google.com/document/d/1CC1nr0PY-H2fZeLZDgSqhyRzhbgYVLtyBCAWMSDwA3g/edit?usp=sharing|As an Independent Study charter school in California, the school experiences some inherent barriers associated with the student population spread out over the large geographic area of several counties. Compared to site-based schools, the identified barriers described here are unique to Independent Study schools. The school has created learning opportunities for all students, including offering local field trips, 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.   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.  Despite these barriers, all students have access to a broad course of study. Additional details can be found at: https://docs.google.com/document/d/1CC1nr0PY-H2fZeLZDgSqhyRzhbgYVLtyBCAWMSDwA3g/edit?usp=sharing|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. The school continues to use Low Performing Student Block Grant funding to provide students with focused instruction on ELA and math test preparation, intervention tutoring, and learning opportunities as they enter our school.  For the 2018-2021 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.    For the 2020-21 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.   Additional details can be found at: https://docs.google.com/document/d/1CC1nr0PY-H2fZeLZDgSqhyRzhbgYVLtyBCAWMSDwA3g/edit?usp=sharing||2021-06-03||2021                
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 and students by grade level for 2020-2021 for the first semester.  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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|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 driver education and foreign language courses.  The group with the lowest participation in foreign language and CTE was our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-08||2021                
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 continuing to increase 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.. 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. 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 or Flex Academy 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).  Our Homeschool and Flex K-5 students 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.|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 in 2019/2020 to increase our CTE offerings each school year. We had 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.  Specific courses or programs in development to increase access to for all of students including the underrepresented populations: College & Career Readiness courses/curriculum from A-G Curriculum providers or Elite’s own adopted A-G course catalog Enhanced project-based learning SEL support through the hiring of a Social Worker, School Counselor and adopting an A-G SEL curriculum College and Career options for EL, Foster, students A comprehensive curriculum for EL learners Adding Mentoring and Coaching program programs and CTE pathways to support students and give hands-on real-world experiences for learning.||2021-06-03||2021                
36750510139188|Granite Mountain Charter|7|GMCS ensures that all students are working on completing their grade level courses utilizing standards-based curriculum. All curriculum that is approved for student use is standards aligned. High school students are required to complete core classes that are standards aligned and AG approved. To individualize instruction, families have the choice of curriculum, however, they work with their teacher to ensure students are progressing toward mastery of the state standards.  In addition to core subjects, our students have a variety of electives and clubs that are available to them within our school.  We offer virtual-live classes that include cooking, Spanish for all grades, fitness, honors society, and more.  GMCS also contracts with educational specialists that provide opportunities for our students to engage in the full twelve standard content areas such as VAPA, career exploration, physical education, etc.  GMCS also offers opportunities for tutoring to increase student achievement and fill learning gaps.|GMCS is a one-site charter that utilizes the STAR 360 assessment, a school-wide writing benchmark, and the CAASPP assessments to measure academic performance. These assessments allow us to monitor progress and ensure students are mastering state standards. All students utilize these assessments to determine curriculum needs for the individual student. Students are then placed in a curriculum that will meet the individualized needs of the student.  In addition, we regularly take a needs assessment of our student population, including unduplicated students, to ensure we are offering courses that meet our students' needs.  In the 21-22 school year we are launching our Student Success program, because we discovered the need to ensure our low income and transfer students that are credit deficient will have the support they need to graduate on time.  We have also implemented courses and online resources, such as Freckle Math and Reading to fill learning gaps for students that have scored below grade level on our school-wide benchmark platform.|All GMCS students have access to curriculum that meet the needs of the individual student. Our credentialed teachers partner with parents and students to choose the curriculum that best suits the student’s learning needs. One struggle or barrier we see as a school is that some families are very against formalized assessments. We are actively seeking ways to increase our participation rates on our school-wide assessments.|GMCS will continue to offer an array of standards-based curriculum to the students so that students can utilize the curriculum that best meets their learning needs.  We have adopted curriculum that has a variety of modalities to meet the diverse learning needs of our students to allow all students to have access to evidence based, standards aligned curriculum. These curriculums include a textbook based option, virtual platform option, project based option, and online option.  We feel that this will ensure that all GMCS students will have access to a broad course of study.||2021-06-17||2021                
36750690000000|Upland Unified|7|It is our goal to give each individual the support they need to achieve success. In grades 7 to 12, all scholars meet with their counselor each year to create, review and revise their individualized four-year plan. This assures that all scholars, including unduplicated scholar groups and individuals with exceptional needs, have access to a broad course of study. Counselors explain which courses and extracurricular opportunities are available and guide them to challenge themselves with not only courses that will prepare them to be college and career-ready, but also courses that interest them. Counselors review the different career pathways that are available to all scholars and have them engage in a variety of career and interest inventories to help them choose a path that is best for them. In all grades, scholars have access to core curriculum and high-quality teachers who focus on best first instruction - standards, curriculum, assessment, differentiation, evidenced-based practices, and social-emotional learning.|Over time we are making progress in proving all scholars access to a broad course of study. At the high school level, the number of English Learners who enroll in high achieving courses increased from 35.7% in 2016 to 64.3% in 2018. The number of all scholars enrolled in one of our pathways at Upland High School increased from 839 students in 2016 to 1582 students in 2019. The number of scholars with disabilities who completed all A-G requirements was 21% for the class of 2014 and 46% for the class of 2018. The number of English Learners who met all A-G requirements was 4.1% in 2014 and 33.3% in 2018. The number for all scholar groups who completed the A-G requirements was 33.4% in 2014 and 57% in 2018. Scholars who are first-generation college-going students, many of whom are in our unduplicated scholar groups, have access to our AVID program to build the skills necessary to be successful in college. Struggling scholars have access to Student Success classes where teachers provide target supports to build student access and success in a broad variety of courses. This summer we are offering a Summer Bridge Academy at all grade levels for scholars who are two or more years below grade level in English Language Arts and/or mathematics. We will also offer a Summer Boost Academy for students who would like additional support in writing, mathematics, and Spanish at the secondary level.|We actively pursue mastery of academic skills as evidence by data as a primary district goal. The lack of an efficient and accurate data system prevents the district and individual school sites from providing specific scholar groups access to a broad course of study. Accurate data is necessary so staff members know where achievement gaps exist and how to support scholars overcome those gaps, in particular, our unduplicated scholar groups and individuals with exceptional needs.  All teachers are focusing on implementing evidence-based instructional strategies for all scholars. We need to continuously assess and analyze results to establish instructional priorities, inform instruction, identify needs, provide support, progress monitor, and exit scholars from intervention programs. The pandemic has adversely affected the social, emotional, and behavioral health of many of our scholars. It is imperative that staff focus on the social-emotional health and school connectedness of all of our scholars so they can thrive in school and meet their goals.|In an effort to cultivate a culture that embraces data to drive a cycle of continuous improvement for scholar achievement, we are implementing a Clean Data Initiative to assure accurate data so staff and scholars can make informed decisions around teaching and learning. To support teachers' work, the district and all school sites will focus on building effective collaborative teams to engage in a systematic process for monitoring and evaluating data. Our district's growth cycle requires us to focus our efforts on collaboratively using performance indicators to evaluate performance by gathering, analyzing, and interpreting data.; to plan improvement strategies based on identified needs based on the data; to implement improvement strategies, and regularly assess their effectiveness. We will also expand our family engagement opportunities, in particular, the families of unduplicated scholar groups and scholars with exceptional needs, so they feel more prepared to support their scholar(s) in the educational process.||2021-09-07||2021                
36750770000000|Apple Valley Unified|7|The main measure is the student outcome data in every subgroup and overall in the areas of graduation, Career Readiness, and A-G completion rate.|Subgroups data shows that our foster youth showed great growth (from 71% to 84.6%) in graduation rate in 2020.  While the overall graduation rate declined 1.7% the African American student subgroup declined over 11%.  This was a cause for concern for the team. Our Hispanic subgroup had a graduation rate in excess of the district average.|Analyzing transcript data and the measures mentioned above reveals the need for intervention and support for students early in their educational trajectory and sustained support along the way for the student groups.  Supports such as extra counselors who, with a reduced caseload, can meet with and intervene when students experience turmoil or a dip in academic progress are critical and have proven effective for foster youth and English Learners.|As mentioned, the district advisory committee requested that the LEA add counselors, intervention programs, and other student supports to target the discrepancies noticed through this analysis during the LCAP development process.||2021-06-10||2021                
36750773631207|Academy for Academic Excellence|7|The Academy for Academic Excellence (AAE) ensures 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 standards through an 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 2021-22  school year, 100% of students at the Academy for Academic Excellence had full access to a broad course of study including programs and services provided to unduplicated students and individuals with exceptional needs. In elementary (TK-5), all seven areas identified as a broad course of study 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, and band where all students are offered access. Enrollment is only limited by size and is on a first-come, first-served basis.   Middle school students have access to all seven areas identified as a broad course of study 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. Space Force Junior ROTC is offered to all students within the school day. Space Force JROTC also has a zero period for special teams. Middle and high school students are able to select from a wide range of co-curricular and extracurricular activities including athletics, visual a|No barriers exist to prevent access for students to a broad course of studies in all grades, TK-12.|Regular analysis of course offerings, class schedules, and school schedules continues to inform the administration of student access to a broad course of study.||2021-11-08||2021                
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 course load en route to admission to a 4-year university is offered. In our Court Schools, we have a shorter term placement and so in addition 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 course load. 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 offering 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.||2021-05-12||2021                
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. All TK-8 students have access to several elective or thematic courses, in addition to all core courses. Homeschool boxed set curriculum are integrated for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment.|All students have access to a high quality, broad course of study including math, ELA, language, art, social science, science, and multiple elective options. Programs offer instruction in-person and via independent study to best meet students' situations and goals.  All 7th and 8th grade students have access to math and language other than English (LOTE) at the A-G level.|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 school 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 VHL and eDynamic Learning as an online 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. Student access to live teaching has been expanded. Students have access to live online seminars with single subject specialists on a weekly basis via a virtual classroom and office hours.  Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards to create an engaging and rigorous program for each student.||2021-06-10||2021                
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. Enrollment in courses is tracked through our Student Information System. All students including all sub groups are enrolled in each of those courses.|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, the school will make corrections in its practices to fulfill our goal of all students growing and learning.||2021-09-14||2021                
37103710138792|JCS - Manzanita|7|All students have access to the same curriculum and supports provided by JCS-Manzanita. Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|None|Dual enrollment opportunities were pursued and will be offered in the 2021-2022 school year for the first time.||2021-06-11||2021                
37679670000000|Alpine Union Elementary|7|One element AUSD utilizes to determine if students have access to, and are enrolled in, a broad course of study is the availability of curriculum and instructional materials. Additionally, and as a result of our analysis, we have updated the curriculum across each grade span and provided supplemental resources based on the needs of our students. This includes new ELA, Math, Science, Social and Emotional Learning, and middle school social studies curriculum. Additionally, progress reports and report cards are used to monitor student progress along with local assessments.|Overall, our students have excellent access to a broad course of study. This includes access to the same assessment tool to ensure consistency across grades and schools. Our district has a diverse set of learning themes or approaches (e.g., dual language immersion).  We offer unique programs that offer a broad course of study such as engineering, Wheel of Experts (STEAM), Art, and Culinary Arts to enhance opportunities for students.|There are staff, 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 provide a unique and excellent array of opportunities, it is a challenge to consistently provide these opportunities due to staffing shortages as a result of the COVID-19 pandemic.|Our District continues to examine how supports and interventions are delivered and if there are other approaches that might enhance student access to a broad range of studies. We are focused on our implementation of all aspects of Multi-Tiered Systems of Support (MTSS). Additionally, it is our goal to ensure that targeted (Tier 2) and intensive (Tier 3) supports are temporary supports based on the learning needs and do not limit some students' access to a broad course of studies on an ongoing basis. Our district also has a concentrated effort on recruiting and retaining staff so that a broad range of studies can be offered.||2021-12-15||2021                
37679830000000|Borrego Springs Unified|7|See LCAP|See LCAP|See LCAP|See LCAP||2021-11-10||2021                
37679830134890|San Diego Workforce Innovation High|7|Using the school Student Information System (SIS) to collect course completion data, SDWIHS tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth, students with exceptional needs, and students by grade level for the first semester of 2020-2021. Participation in courses outlined in Ed. Code 51220 was 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of the program is to serve students through a personalized learning model. SDWIHS ensures that there are no barriers to students accessing the curriculum. The school provides access to the curriculum through independent study, small group instruction, and/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 and/or a tutor to support their learning, these resources are readily available. The lowest enrollments were in a foreign language courses, CTE, and driver education. Foster youth had the lowest participation in a foreign language and CTE courses. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex.  English Language Learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|SDWIHS believes that students should participate in coursework that ensures their graduation and enhances their career-readiness. The school made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses is tracked and reported to the stakeholders. SDWIHS will continue to promote and support student interests in CTE through their individualized plans and have seen CTE participation steadily increase.||2021-06-08||2021                
37679910000000|Cajon Valley Union|7|For the 2021-2022 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.|Based on the results from our local survey, we found that all K-6 students have access to English Language Arts (ELA), Math, Science, Social Studies, Visual and Performing arts (VAPA) and Physical Education (PE). In grades 7 and 8, we found that all students have access to ELA, Math, Science, Social Studies, and PE.  Access to foreign language, applied arts and career technical education was varied depending on the grade level and the site. In addition, while offerings were not the same at all sites, our open transfer policies allow access for all students to sites with specific focuses aligned to their strengths and interests including Visual and Performing arts. Each site receives specific funding for building and expanding VAPA opportunities across their campus. In addition, two VAPA program specialists will work to support our school sites with implementation of VAPA standards and integration of these concepts within other core content areas.  All sites will host summer school in 2022 and offer academic and VAPA based enrichment sessions.  In addition, sites will offer VAPA based enrichment sessions as part of their afterschool programs.|Based on the results from the local survey, we found that due to language barriers and designated English Language Development (ELD) instruction, we found varied access for English Language Learners to art. We found a similar finding in grade 7-8 with varied access to electives, which often include applied arts, foreign language and career technical education for English Language Learners due to designated ELD requirements. We also found students with an Individualized Educational Plan (IEP) are often provided services required in their IEP during enrichment based periods. Due to the pandemic, access to broad course of study seemed to be more interrupted with the impact on instructional time as well as the changing of schedules throughout the year.|As part of the district vision, our governing board requires the implementation of our Modern Curriculum (Social Emotional, World of Work, and Presentation Literacy) for all students in Cajon Valley. With the implementation of Beable, all students Grades 2-8, will have access to modern curriculum at their lexile level. Students will be able to choose articles that relate to their personal interests as well as their career interests. For the 21-23 school years, in order to ensure all students have access to a VAPA program, each site received funding to create or augment their VAPA program. VAPA Program Specialists were funded to develop a districtwide multitiered arts program increasing access for all students based on VAPA standards. In addition, integrated unit plans will be developed to support the integration of VAPA and core content. In order to ensure all students have access to physical education, teacher monthly tracking and verification has been implemented within our student information system. In 6-8, physical education teachers will implement health standards to improve student access and success.||2021-05-25||2021                
37679910108563|EJE Elementary Academy Charter|7|EJE Elementary Academy (EJEEA) currently serves 534 students in grades TK-5 with student demographics that include: 90% Hispanic, 5% White, 2% African American, 1% Asian, 1% 2+ Races, 43% English Language Learners, 10% Students with Disabilities, and 76% Socio-economically Disadvantaged.   This model is known as "total immersion" which provides 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-lang program, students must enter the program in kindergarten.   EJEEA provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of our educational program. 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, & parent/conference reports.|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.   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 Library courses. 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.||2021-06-24||2021                
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.    EJE Middle Academy is a WASC-accredited charter school where instruction is 80% in English and 20% Spanish. Currently, our school serves a total of 246 students in grades 6-8 with demographics that include: 89% Hispanic, 6% White, 10% African-American, 1% Asian, 32% English Language Learners, 12% Students with Disabilities, and 88% Socio-economically Disadvantaged.  EJEMA’s educational program 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. EJEMA 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.   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 the 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, Creative Skills, Coding, and Leadership courses. 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.|EJEMA's educational 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.|2021-06-24||2021                
37679910140558|Bostonia Global|7|For the 2021/2022 school year, a local LCAP survey was given to all stakeholders to track and evaluate student access to a broad course of study. Through the survey, each stakeholder evaluated access to high quality curriculum and instruction and recommended revisions, decisions and/or new actions pertaining to the school model.|At Bostonia Global, students are engaged in a single pathway that eliminates tracking of students by ability level or industry pathway. Instead, all students engage in personalized curriculum based on their strengths, interests, and passions. Using diagnostic assessments and other tools, instruction is tailored to meet the needs of each student therefore providing equity for all students regardless of race, class, gender, language, etc….  Access to Bostonia Global is achieved through a randomized lottery providing all interested students with equal ability to participate in our program.|Given the open access and inclusive nature of our program to all students within and beyond Cajon Valley, a specific challenge that arose was found within our ability to adequately serve and support students with special needs. Bostonia Global High School’s SPED population represents over 25% of the total population. Student IEP levels represent mild, moderate, and nearly severe classifications. A primary difficulty is in providing adequate facilities, staffing, support materials, and assessment data.   Based on the results from the local survey, we found that due to language barriers and designated English language development instruction, we found varied access for English language learners in grades K-10. Due to the pandemic, access seemed to be more interrupted with the impact to instructional time as well as the changing of schedules throughout the year.|In response to the challenge found in adequately supporting students with special needs, Bostonia Global is in the process of meeting with families, students, and stakeholders in determining and revising IEP goals to align with the curricular and instructional methodologies. Embedded in the IEP revisions are improved assessment tools used to create individual learning plans for all students including students with IEPs. At Bostonia Global all students have an Individualized Learning Plan whose intent is to ensure the personalized support and success of each student.   In response to the challenge of differentiating our model to the needs of language learners, we have continued to improve our dual language model for grades Tk-8. This includes added professional development opportunities, a greater focus on oral language development, increased release time for planning purposes, and the implementation of AVANT as our primary assessment tool. To support students in the high school we are implementing a strategic literacy program for all students including English Learners that is research based and has been proven to be highly effective. High School and Middle School advisors are receiving 1:1 coaching from a national expert in literacy instruction on a bi-monthly basis with the intent of implementing these literacy strategies across all content areas including Science, Mathematics, and Social Science. The result is an integrated literacy approach that is consistent.||2021-10-12||2021                
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 through the ILT cohort structure. Going forward, an intense focus on equity will be integrated into the instructional focus statement and will be well aligned with all professional development delivered through this structure.||2021-08-11||2021                
37680230138073|Learning Choice Academy - Chula Vista|7|The Learning Choice Academy Chula Vista (TLCCV) is an independent study, academic program serving grades TK-12. Every TLCCV 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. TLCCV serves a unique population that has not been successful in the traditional public school system. The focus of TLCCV 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 Chula Vista’s educational program.|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 Pathways (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 Chula Vista.|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.||2021-09-08||2021                
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 are offered access to all required subject areas at CHS.|The barriers identified for 1st-6th grade students are specific to students with disabilities.  While CUSD has implemented a full-inclusion model, there are some timeframes throughout the school day where a student might miss a portion of instruction in one of the required areas due to scheduling conflicts and the priority to provide pull-out intervention services to students.   At the middle school, scheduling conflicts also contributed to English learners and students with disabilities not being enrolled in some courses, as they are receiving more intensive intervention and support services during specific times throughout a school day.  In high school, English learners and students with disabilities are also enrolled in support classes, limiting access to all the required coursework.|Actions include: -	Regularly monitor student progress and provide needed supports and intervention -	Continue to expand the implementation of a student Personalized Education Plan (PEP) -	Provide professional learning and coaching to teachers and administrators on evidence-based instructional strategies -	Improve tutoring and credit recovery options for secondary students to improve grades -	Continue to provide information to parents and the community about graduation requirements, student scheduling, A-G requirements and college readiness -	Continue to ensure that all schools are offering the required subject areas -	Continue to work with the MTSS Committee to implement a district-wide multi-tiered system of support that will address academic, behavioral and social emotional needs in order to provide a learning environment where all learners can be successful.||2021-06-17||2021                
37680490000000|Dehesa Elementary|7|Dehesa utilizes and analyzes a variety of assessment data to address, support, and improve student academic and behavioral achievement, with an emphasis on closing the gap between student groups. In order to inform instruction and monitor student success benchmarks are set and data gathered using MAP, STAR, and other available data systems, including classroom observations.|Student academic success depends on staff that is well informed on both curriculum and high quality, research proven, instructional strategies. The most recent CAASPP results (2019 test) showed that Dehesa had an average score of 38 points below standard in both ELA and Math. The district is committed to improving the success rate for all students and for each student group.  Students with IEP and other academic barriers receive additional support from a resource teacher, sped aide, a program specialist, speech pathologist, occupational therapist, a psychiatrist, and a psychologist.  English Learners and students who are struggling academically are supported by general education teachers as they've head ProjectGAD, Guided Language Acquisition Design training.|There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.|Dehesa plans to provide curriculum and professional development to support building student success based on Common Core State Standards, Next Generation Science Standards, technology and other areas of the curriculum.  Based on results from this data, it will inform the academic support strategies for unduplicated pupil counts in the areas of Math, English and other subjects by comparing results over time. Additional resources will be provided for this specific student population both at school and home.||2021-06-23||2021                
37680490129221|MethodSchools|7|Method measures the extent to which all students have access to, and are enrolled in, a broad course of study through the Method Schools course catalog, the nature of our data-driven and personalized school model, and parent survey results.  Method strives to ensure universal access through its Multi-Tiered System of Supports model.|All students learning is personalized and driven by data that informs course placement and instructional support received. In the end of year parent survey, 92% of parents and 97% of students feel the instructional support and guidance receives meets, exceeds, or far exceeds their expectations.|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.  Method finds that the participation in and completion of Career Technical Education Pathways and advanced courses is low.|Method has expanded its course availability for all students.  At high school, Career/Technical Education pathways, art courses, world language courses including American Sign Language.  Further, all high school students use SCOIR, a career and college resource, to guide them in their career and college exploration.  At middle school, Spanish classes and an accelerated math pathway has been added.  At all grades, Method provides instructional support virtually and in-person, a rotating selection of exploratory classes, as well as clubs and events.||2021-06-08||2021                
37680490132506|Cabrillo Point Academy|7|Our LCAP Goal 3 is entitled Improve Access and Success in a Broad Course of Study.  This goal aims to provide each student with the support they need to attain the expected learning outcomes for each class, particularly those required per state or school policy. The metrics for this goal include % of English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI), % of English Learners (ELs) who reclassify, % of students who score At Prepared on College Career Indicator (California Schools Dashboard), % of parents/guardians of English Learners, those in foster care, and those living in low socio-economic conditions (priority groups) who meet with a counselor/coordinator once per school year, % English Language Development (ELD) teachers who participate in research-based instructional strategies and academic supports professional learning, % of students who have access to in a broad course of study, and % of students enrolled in a broad course of study|Per our locally selected metrics, all students have access to and are enrolled in a broad course of study.|We do not have any structural barriers to providing all students with access to a broad course of study. Still, we are making a concerted effort to refine our MTTS to provide all students with additional support to ensure success and not just access to a broad course of study.|We are making a concerted effort to refine our MTTS to provide all students with additional support to ensure success and not just access to a broad course of study.||2022-01-27||2021                
37680490136416|Pacific Coast Academy|7|Our LCAP Goal 3 is entitled Improve Access and Success in a Broad Course of Study.  This goal aims to provide each student with the support they need to attain the expected learning outcomes for each class, particularly those required per state or school policy. The metrics for this goal include % of English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI), % of English Learners (ELs) who reclassify, % of students who score At Prepared on College Career Indicator (California Schools Dashboard), % of parents/guardians of English Learners, those in foster care, and those living in low socio-economic conditions (priority groups) who meet with a counselor/coordinator once per school year, % English Language Development (ELD) teachers who participate in research-based instructional strategies and academic supports professional learning, % of students who have access to in a broad course of study, and % of students enrolled in a broad course of study.|Per our locally selected metrics, all students have access to and are enrolled in a broad course of study.|We do not have any structural barriers to providing all students with access to a broad course of study. Still, we are making a concerted effort to refine our MTTS to provide all students with additional support to ensure success and not just access to a broad course of study.|We are making a concerted effort to refine our MTTS to provide all students with additional support to ensure success and not just access to a broad course of study.||2022-01-27||2021                
37680490136614|Diego Hills Central Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, DHC tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth, students with exceptional needs, and students by grade level for the first semester of 2020-2021. Participation in courses outlined in Ed. Code 51220 was 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of the program is to serve students through a personalized learning model. DHC ensures that there are no barriers to students accessing the curriculum. The school provides access to the curriculum through independent study, small group instruction, and/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 and/or a tutor to support their learning, these resources are readily available. The lowest enrollments were in a foreign language courses, CTE, and driver education. Foster youth had the lowest participation in a foreign language and CTE courses. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex.  English Language Learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|DHC believes that students should participate in coursework that ensures their graduation and enhances their career-readiness. The school made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses is tracked and reported to the stakeholders. DHC will continue to promote and support student interests in CTE through their individualized plans and have seen CTE participation steadily increase.||2021-06-03||2021                
37680560000000|Del Mar Union Elementary|7|The following measures were selected to monitor the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have access to a broad 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 credentialed teacher, 3. Professional Learning provided to each teacher in district focus areas, 4. Access to Physical Education Instruction – as measured by schedules monitored by site principals.|Although the 2020-2021 school year brought challenges delivering instruction, students attending DMUSD were provided a rigorous instructional program. Two-thirds of our students attended in person, and one-third participated in a carefully designed distance learning program.  All K-6 students had access to a broad course of study, including unduplicated student groups and students with special needs. Students at school sites and in the distance learning program had access to board-approved standards-based materials. All students received instruction from properly credentialed teachers. All students received PE instruction through a combination of classroom-based instruction and the services of specialty teachers. Students attending the distance learning program received instruction virtually.  Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. The district continued working with Ron Ritchhart, a Harvard researcher, to use visible thinking strategies to develop critical thinking skills. Additional teacher cohorts, principals, and Instructional Services staff attended. All teachers received professional learning in CGI, which provides the knowledge to help develop students as mathematical problem solvers. Professional learning was provided to ensure the effective use of digital tools. In addition, teachers refined their ability to use a new district-wide assessment.|While the COVID-19 Pandemic presented challenges, the staff worked collaboratively with the school community to ensure all Del Mar Union School District students received a broad course of study.|The Del Mar Union School District will continue to ensure all students have access to and are enrolled in a broad course of study.||2021-06-30||2021                
37680800000000|Encinitas Union Elementary|7|EUSD will provide all students, K-6, access to a broad course of study prescribed by the local governing board, using standards- aligned instructional materials and weekly enrichment opportunities, as measured by report cards and enrichment schedules.  100% of students will receive the EUSD Report Card and will receive weekly Enrichment lessons, including Unduplicated Students, and students with exceptional needs.|100% of students are enrolled in a grade level class, as measured by the district's Power School Student Information System.  All EUSD grade level classes provide students with a broad course of study, including all grade level content areas and site and district-based enrichment classes.|The only barriers to this are staffing and funding for all site-based enrichment positions.|The LEA continues to recruit for all open positions, and has revised the Enrichment Teacher position as well as the TRAC teacher position to retain more employees.||2022-01-18||2021                
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 to  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.||2021-06-24||2021                
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.||2021-06-24||2021                
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. Enrollment in courses is tracked through our Student Information System. All students including all sub groups are enrolled in each of those courses.|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.||2021-09-14||2021                
37681060111195|Classical Academy High|7|Based on Classical Academy High School's charter and course catalog, students in grades 9-12 have access to a comprehensive selection of courses to meet graduation requirements. All students including all sub groups may enroll in all courses. Enrollment in courses is tracked through our Student Information System. All students including all sub groups are enrolled in each of those courses.|100% of students in grades 9-12 including all sub-groups are enrolled in courses 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|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.||2021-09-14||2021                
37681060137034|Audeo Charter School III|7|In 2020-2021 our school served 138 students in grades 6-12.  The student demographics include:   Percentage of Students with Disabilities: 29% Percentage of English Learners: 21% Percentage of Socioeconomically Disadvantaged: 75.4% Percentage of Homeless and Foster Youth (FY): 6.5%  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 84% 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, post-high school goals. All courses leading to a high school diploma are uc-ag approved and NCAA approved. Students have access to Advanced Placement (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.||2021-06-23||2021                
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.||2021-06-24||2021                
37681140000000|Fallbrook Union Elementary|7|FUESD uses our student information system to track enrollment of all students PK-8 (including unduplicated and individuals with exceptional needs) and the courses they have access to.  In elementary grades, we offer self-contained classrooms districtwide PK-6 and a single subject schedule in 7th and 8th.|There are no identified differences across school sites or student groups with enrollment and access to broad course of students based on our SIS data.  Individuals with exceptional needs are provided access at their school sites where their IEP services are also provided.|We have no identified barriers at this time.|FUESD offers physical education by PE credentialed teachers, and classified PE assistants to all students (including unduplicated student groups and individuals with exceptional needs), meeting the mandated PE instructional minutes each week.  We offer Innovation/STEM labs at all school sites, intervention programs to support students' unique needs, and provide access to technology to 100% of our students through 1:1 Chromebook initiative.   100% of our students have access to visual and performing arts through integrated learning experiences and 18 weeks of instruction in the areas of dance, drama and arrt for all students in TK-6th and elective options in 7th and 8th grade (elective enrollment).  FUESD offers a K-6 Dual Language Program at Maie Ellis Elementary and a Language Pathway for continuing students at PJHS (enrollment).||2021-10-04||2021                
37681220000000|Fallbrook Union High|7|The Fallbrook Union High School District has pulled enrollment and demographic data and disaggregated the total enrollment of subgroups at the district and then compared the ratios to the enrollment in a broad course of study.  The data was then reviewed across all three schools and within courses at each school site.|Our students at Fallbrook Union High School District have access to a broad course of study across all three schools.  When we disaggregate our data and our enrollment in a broad course of study, we begin with our data across the three school sites.  There is some disproportionality across all three schools with a larger percentage of Hispanic/Latino students enrolling at Ivy HIgh School in comparison to our demographic across the district and a smaller percentage of Hispanic/Latino students enrolling at Oasis HIgh School.    At Fallbrook High School we see similar percentages of our students by language fluency across all of our courses with similar percentages of redesignated students in our more rigorous AP, IB, and Honors courses.   There is a lower percentage of English learners in AP, IB, and Honors courses, and while we are seeing the percentage of English learners in courses rising to get closer to meeting the 15% mark in courses that is comparable to the district's English learner population.   In the past, students with disabilities were enrolled at lower numbers in CTE courses; however, during the 2021-20222 school year we see the percentage of students with disabilities in CTE courses rising in most courses to meet the district wide percentage.|The current barriers that students have to accessing a broad course of study is our bell schedule for many of our students but especially for our English learners.  Because our English learners need designated ELD to support  their language acquisition, there is a decreased opportunity for them to engage in electives or courses beyond their graduation and A-G requirements.  The district has also increased the graduation requirement from two years of math to three years of math, which also decreases the amount of spaces available in a students four year schedule to take additional electives.|Currently the district is looking at options for bell schedules that would allow students to take more courses over the course of four years, which would increase their access to a breadth of courses and would allow them more opportunities for credit recovery.  Our first steps are to discuss the possibilities with our Curriculum, Instruction, and Assessment Committee and gather student and parent feedback.  The next action would be to discuss the possibility with our bargaining units to determine impacts on our unit members.  The actions necessary for the possible implementation could span two years.||2021-10-11||2021                
37681300000000|Grossmont Union High|7|The principal measures for evaluating student access to a broad course of study include: 1) a-g completion rates, 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.||2021-10-07||2021                
37681300139063|The Learning Choice Academy - East County|7|The Learning Choice Academy East County (TLCEC) is an independent study, academic program serving grades TK-12. Every TLCEC 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. TLCEC serves a unique population that has not been successful in the traditional public school system. The focus of TLCEC 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 East County 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.|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 Pathways (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 East County.|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.||2021-09-08||2021                
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 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.||2021-06-23||2021                
37681550000000|Jamul-Dulzura Union Elementary|7|All students in the Jamul-Dulzura Union School District have access to a Broad Course of Study. Each child receives California State Standards instruction for their grade level in English/Language Arts, Mathematics, History Social Studies, NGSS Science, and Physical Education.|All students in the Jamul-Dulzura Union School District have access to a Broad Course of Study. Each child receives California State Standards instruction for their grade level in English/Language Arts, Mathematics, History Social Studies, NGSS Science, and Physical Education.  In addition,  6th grade students attend visual art classes while 7th and 8th grade students are assigned a World Language Class.  Elementary students participate in visual arts, music, and gardening classes on a regular basis. This includes students with IEPs and English Learners.|Being small makes it difficult for us to offer all the courses that we would like for our students.  We would love to allow our middle school students to have the option of taking marching band or dance classes.|WE have rethought how our students with IEPs receive the extra support they need to be successful.  We are now having SAI teachers push into the general education classrooms rather than pulling students out in order to ensure that all students are receiving grade level instruction.||2021-06-24||2021                
37681630000000|Julian Union Elementary|7|Our district is comprised of two campuses that span grades Kindergarten through 8th grade. Due to the small size of our district, student placement is determined on an individual student basis and classroom daily schedules are developed in a manner to provide all students with access to a broad course of study. Additional care is given in the placement and scheduling of English Language Learners and students with disabilities to ensure that they are in an instructional environment that is rigorous and challenging to meet their individual developmental and educational needs.|100% of students at Julian Union Elementary School District are enrolled in a broad course of study as evidenced by elementary school classroom schedules and the junior high school master schedule. As the needs of our students with disabilities have shifted, we have adjusted grade level supports and structures to ensure an adequate adult to student ratio to ensure that all students have access to the curriculum.|Due to small numbers of English Learner students spread across multiple grade levels, it had been a bit challenging to schedule appropriate integrated and designated ELD in a manner that does not disrupt student access to arts, physical education and the development of technology competencies. Through intentional scheduling and rethinking the manner in which we provide supports, this need has been met ensuring that all EL students maintain access to a broad course of study. We have additionally been working with our early childhood education programs to provide early intervention educational services to students with disabilities prior to their entry into kindergarten to ensure all students have the best opportunity to access a rigorous and challenging course of study.|All students have access to a broad course of study.||2021-06-09||2021                
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. All TK-8 students have access to several elective or thematic courses, in addition to all core courses. Homeschool boxed set curriculum are 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 annually reviews program schedules to ensure students are enrolled in a broad course of study.  High school students also have access to many CTE Pathways, internship opportunities, and dual enrollment  and articulated college courses.|All students have access to a high quality, broad course of study including math, ELA, language, art, social science, science, and multiple elective options. All high school students have access to a complete A-G sequence, and 7th and 8th grade students have access to math and language other than English (LOTE) at the A-G level.  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.. In addition, administrators are aware that some of our students were enrolled in but did not complete the minimum  A-G LOTE requirement. All dual enrollment college courses as well as CTE courses and pathways are available online to accommodate all students, regardless of their region. The school has improved access to a broad course of study by expanding online options including LOTE 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, so 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 school 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 VHL and eDynamic Learning as an online 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. Student access to live teaching has been expanded. Students have access to live online seminars with single subject specialists on a weekly basis via a virtual classroom and office hours. The school 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 to create an engaging and rigorous program for each student.||2021-06-10||2021                
37681630137109|Diego Valley East Public Charter|7|Using the school Student Information System (SIS) to collect course completion data, DVE tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth, students with exceptional needs, and students by grade level for the first semester of 2020-2021. Participation in courses outlined in Ed. Code 51220 was 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of the program is to serve students through a personalized learning model.  DVE ensures that there are no barriers for students accessing the curriculum. The school provides access to the curriculum through independent study, small group instruction, and/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 and/or a tutor to support their learning, these resources are readily available. The lowest enrollments were in a foreign language courses, CTE, and driver education. Foster youth had the lowest participation in a foreign language and CTE courses. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex.  English Language Learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|DVE believes that students should participate in coursework that ensures their graduation and enhances their career-readiness. The school made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses is tracked and reported to the stakeholders. DVE will continue to promote and support student interests in CTE through their individualized plans and have seen CTE participation steadily increase.||2021-06-03||2021                
37681630138156|JCS - Mountain Oaks|7|All students take diagnostic tests, such as iReady, MAP Math and Reading to help identify areas in which students need support. Through ReadyMath and IXL, students have access to online lessons to address their individual learning needs.|At JCS Mountain Oaks all students at each grade level are enrolled in the same course of study with push-in and pull-out support as needed.|None|None||2021-06-10||2021                
37681630138628|JCS - Cedar Cove|7|At JCS-Cedar Cove, all students at each grade level are enrolled in the same course of study with push-in and pull- out support as needed. All students take diagnostic tests, such as MAP Math and Reading to help identify areas in which students need support.|Through ST Math, IXL, Achieve3000, and ReadLive, students have access to online lessons to address their individual learning needs. All students have access to the same curriculum and supports provided by JCS-Cedar Cove. Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|None|Dual enrollment opportunities began in 2020-21 and are being expanded. A wider range of a-g offerings and CTE pathways are being explored.||2021-06-11||2021                
37681630139402|Brookfield Engineering Science Technology Academy|7|BEST Academy utilizes the SIS track 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 served. Administrators draft a master calendar and work with the Counseling and Special Education departments to ensure schedules are set to meet the individual student needs.|All students have access to, and are enrolled in a broad course of study using locally selected measures. Our curriculum is aligned with the Common Core State Standards across the LEA and is equally offered to all student groups in accordance to grade level and academic capabilities.|BEST Academy Administration utilizes the student information system to manage the distribution of an individualized program offering that reflect a broad course study.|BEST Academy will continue to observe the use of the student information system to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.||2021-11-03||2021                
37681633731239|Julian Charter|7|All students have access to the same curriculum and support provided by JCS-LIVE. Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|The lack of community college access and career technical choice is a barrier for some students to access a broader range of study. Isolation and lack of reliable internet is also a barrier to overcome. Chromebooks have been provided to all students.|Hot spots have been provided where they prove helpful. Dual enrollment opportunities with Grossmont Community College are beginning fall of 2021. JCS-LIVE students have access to multiple CTE and AP courses through our curriculum provider. Accommodations are provided for all students who need them.||2021-06-11||2021                
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 21-22 SY: 14% of students are enrolled in AP History, 31% students enrolled in Honors English, 4% students enrolled in Dual Enrollment with Palomar College, and 88% 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 had access to rigorous, engaging, and differentiated 21st Century educational experiences in order to create future ready learners and JUHSD implemented curricula that promoted access to Common Core Standards that were appropriate for the students' educational levels.  JUHSD consists of seven certificated teachers, one special education teacher, and one counselor, therefore limiting flexibility in course offerings.|2021-10-07||2021                
37681890000000|Lakeside Union Elementary|7|Lakeside Union School District (LUSD) uses a combination of measures and tools to determine the extent to which students have access to and are enrolled in a broad course of study as defined by grade span. Reports and queries from our student information system allow us to maintain a master list of courses offered at each school site throughout the district and track enrollment within them. Course enrollment is disaggregated by student groups to discern enrollment patterns., to highlight barriers to access and opportunity gaps.. Universal screeners, grade reporting, and test scores are used to monitor student progress for their grade and specific program needs.  For students in grades 1-6, all students in all student groups, including students with exceptional needs, 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. 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.|Lakeside elementary schools offer students access to a broad course of study, including courses in English, mathematics, social science, science, visual and performing arts, health, and physical education. Language immersion programs are also available for students who choose to enroll.   Students in grades 6th-8th have access to, and are enrolled in, core curricular areas, including english, mathematics, social sciences, science, and physical education. They also offer a seven period day to ensure that the needs of students are met through the master schedule. Additionally, the two middle schools offer before/after school World Language electives, immersion courses in Spanish and Mandarin, VAPA, and CTE.  Based on the data from the monitoring tools, we have identified some differences among student groups in having access to a broad course of study. Since English Learners (EL), and students with disabilities (SWD)  have a higher need for more academic support in accessing core curriculum throughout the school day, these students have had limited access to the same broad course of study that their peers have on a regular basis due to scheduling conflicts.|At both the elementary and middle school levels, student academic achievement has been identified as a barrier to all students accessing a broad course of study. There is a significant need for academic supports and interventions in the areas of English language arts and mathematics, yet these supports must be intentionally offered so as not to impede access to opportunities to elective and enrichment coursework.   Additionally, not all of our school sites offer immersion programs. Families may not be able to access these programs because of limited space or transportation issues. Awareness of program availability may be an issue. Significant differences in access to our immersion programs are noted for our socioeconomically disadvantaged students and students in Special Education.  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. Scheduling is also a barrier for students receiving resource services and English language development.|LUSD makes every effort to ensure all students have access to a broad course of study. Our LCAP goals center on improving first-best instruction, and the achievement of grade level standards in English Language Arts and Mathematics for all students. LUSD has committed to the continuation of the immersion programs, as well as an innovative VAPA program and CTE programs that offer every student the ability to participate in a wide variety of coursework.   Moving forward, we continue to focus our efforts on the development of an academic Multi-Tiered System of Support to ensure equitable and just-in time support for all students.   We will continue to focus on students with disabilities as part of the SEP process.. We will explore and define ways to improve service delivery models for our students in Special Education so that we may provide greater integration and access. We will closely examine IEP goals, success indicators, and student achievement in determining how to best provide the supports needed for our Special Education students to fully access a broad course of study.   We will continue to prioritize the reclassification of English Language Learners as soon as they are ready, with a target goal of reclassification in 5 years (for emerging students) or less. Ongoing monitoring of designated and integrated English Language Development coursework is a priority.||2021-10-14||2021                
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 Section 504 and 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.||2021-05-20||2021                
37681896120901|Barona Indian Charter|7|BICS admin, staff, and school board members have reviewed 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 1st - 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.|BICS has not identified any barriers preventing full access to a broad course of study for all students.|BICS will continue to ensure access to a broad course of study for all students, utilizing California approved educational curriculum, as well as access to content in printed materials and online materials. The 1:1 student to technology ratio allows access to all students, including unduplicated student groups and individuals with exceptional needs.|Barona Indian Charter School is designed as a small school. This allows us the ability to meet the needs of all students in the area of their broad course of study, The low teacher to student ratio allows the school opportunities to reach all students, including unduplicated student groups and individuals with exceptional needs.|2021-10-18||2021                
37681970000000|La Mesa-Spring Valley|7|The 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. In addition, counselor input and a review of information contained in our student information system (Aeries) also helps to track student enrollment 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 from our master schedules, teacher daily schedules, and intervention schedules 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 have initiated a process to have a more systematic approach to electives that address this issue.|The La Mesa-Spring Valley School District 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. One strategy used with success in our classrooms is to integrate the arts into the core content areas.|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. Additionally, reviews of master schedules at the district level ensure a balance of offerings and equity in all courses.  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.||2021-06-15||2021                
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. The Lemon Grove School District offers a Dual Immersion Spanish/English K-6 program at one elementary site. 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 instructional coaches, resource and support 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 will continue to provide extensive professional development and support to classroom teachers. In 2020-21 the LEA provided instructional coaches, special education teachers, support staff, bilingual instructional aids, training and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the Common Core. The District will expand these services in 2021-22. 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 and will be provided again in 2021-22. An administrative coach is provided to support site administrators with managing their school sites as well as the responsibilities of instructional leadership and this support will continue through 2022.||2021-06-15||2021                
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 (This data is from 2018 dashboard as 19-20, 20-21 Dashboards were suspended due to pandemic.|While all students have access to and are enrolled in a broad course of study, achievement levels at the various sites differ. The impact of the pandemic, beginning in 2019, has created gaps in student learning that is evident in initial and summative assessment data. Formal assessment data is showing a significant gap in early literacy skills in grades TK-3 across all elementary sites.|In response to the academic achievement results at different sites, the district has implemented Literacy Teachers on Special Assignment (TOSAS) to support intervention instruction across the district in grades TK-3. This practice will ensure the same rigorous and standards aligned instruction at all of our schools.||2021-10-12||2021                
37682130123224|San Diego Virtual|7|San Diego Virtual School uses a variety of measurable tools to ensure that students have access to a broad course of study. With this in mind, all incoming students are interviewed and placed in appropriate classes, based on their transcripts, discussion with the Academic Dean, and student needs. All students are given an initial Benchmark Assessment in both Language Arts and Mathematics, to address any gaps in their learning to address as well. With this initial assessment, faculty and staff can assist and provide interventions for the student.|All students at SDVS have access to the curriculum, as it ensures that the student is given devices that allow them access. With the several forms of measurements, a student is placed in a very personalized learning path, that will ensure the success of their learning journey.|The barrier that San Diego Virtual School faces each year, is ensuring all students are engaged. Although access to the curriculum, devices, teachers, course of study, and tools are not a barrier, San Diego Virtual School does understand that engagement is vital. With this in mind, it lends to a very relationship-based approach to learning, where SDVS focuses on the whole student, in order to build academic success.|SDVS has created a three-tier reengagement procedure that will allow it to be very proactive in engagement. Students, Faculty, Parents, Counselors and Administration work together as a team, to build academic success for the student, while at the same time, offer resources and tools to assist in sustainability.||2021-05-27||2021                
37682130127084|Compass Charter Schools of San Diego|7|Compass Charter Schools utilizes School Pathways Student Information System (SPSIS) to track 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. School leaders have access to Scholar Summary and School Summary reports within the SPSIS that provide real-time data on total enrollment within their scope as well as specific enrollment data on grade span, unduplicated pupils, individuals with special needs, race, gender, age, language, and residential category.  The Leadership team works collaboratively to draft a master calendar and works directly with both the Counseling Services and Special Education departments to ensure the 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 with grade level and academic capabilities.|Although Compass Charter Schools provides loaner laptops and hotspots to our scholars upon request (the Loaner Laptop Form can be accessed on our website) one identified barrier as preventing Compass from providing access to a broad course of study for all students was having equitable access to high-speed internet service and desktops/laptops. In order to address this barrier, Compass will be providing laptops and hotspots for scholars in elementary and middle schools. All high school scholars will be provided with iPads and hotspots.|Compass will continue to observe the use of SPSIS to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.||2021-06-27||2021                
37682130129668|Motivated Youth Academy|7|The counselor, teacher, parent and student develop a Motivated Youth Personal Adventure (MY Plan) for each student. The EL Coordinator, the Special Education Case Managers and Homeless and Foster Youth Liaison join the review of each MY Plan as needed.  This plan includes a broad course of study aligned with the California standards and graduation requirements. It is updated as students' interests and abilities change to reflect the students' changes and needs. It is updated throughout the semester during regularly scheduled teacher and student meetings.|The school counselor monitors course enrollment to develop each student's MY Plan.  The measures and tools that are used are weekly reviews and teacher meetings of what the student is doing and what their interests are.  In consultation with the counselor, EL Coordinator, Special Education team, and the Homeless and Foster Youth liaison each student's unique MY Plan may pivot to reflect changes in students interests and ability that have been identified with data from course performance and teacher anecdotal assessments.  As the result of this we have improved our graduation rate and we have seen more students continue on to Community College, 4-Year College, and Trade Schools.|Providing students with hands-on experience in CTE Capstone courses, due to the fact that we do not have a physical location, has been a challenge.  However, we overcome that barrier by encouraging dual enrollment in Community Colleges where the resources for hands-on instruction and training are readily available.|MYA has expanded the eligibility for participation in the Possibility Project that is a partnership with the career centers in San Diego to develop job skills and career training. MYA works to align CTE offerings with Community Colleges in the areas we serve, develop internship and pre-internship programs, provide work based learning and student entrepreneurial opportunities.||2021-07-15||2021                
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 continuing to increase 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.. 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. 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 or Flex Academy 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).  Our TK-5th grade students 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.|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 in 2019/2020 to increase our CTE offerings each school year. We had 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.  Specific courses or programs in development to increase access to for all of students including the underrepresented populations: College & Career Readiness courses/curriculum from A-G Curriculum providers or Elite’s own adopted A-G course catalog  Enhanced project-based learning SEL support through the hiring of a Social Worker, School Counselor and adopting an A-G SEL curriculum  College and Career options for EL, Foster, students A comprehensive curriculum for EL learners Adding Mentoring and Coaching program programs and CTE pathways to support students and give hands-on real-world experiences for learning.||2021-06-03||2021                
37682130138636|JCS - Pine Valley|7|All students have access to the same curriculum and supports provided by JCS-Pine Valley. Graduation data, Master Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met.|Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success.|The lack of community college access and career technical choice is a barrier for some students to access a broader range of study. Isolation and lack of reliable internet is also a barrier to overcome.|Chromebooks have been provided to all students. Hot spots have been provided where they prove helpful. Dual enrollment opportunities with Grossmont Community College are beginning fall of 2021. A wider range of a-g offerings and CTE pathways are being explored.||2021-06-11||2021                
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, plus: *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 monthly. NSD monitors physical education minutes 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. When NSD is fully back in person, programs will 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.|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. Focus groups and input opportunities guided 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 will continue this school year.  NSD had provided all students with a device--an iPad in grades TK through second and a Chromebook in grades 3-6.  To support distance learning throughout the pandemic and now for in-person and virtual school (as needed), hotspots are made available which allows all parents access to the internet.  Since our core curriculum is offered digitally, all students 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.|2021-06-23||2021                
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 (Synergy and the Student Report Center). 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 14 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 2021 it was reported that 82% of our graduating seniors completed A-G courses.  We saw an increase the percentage of students in underrepresented groups meet A-G requirements.  In regards to the AP courses,  76% of our students took at least one AP course last year and received a C or better.   Career Technical Education: Since 2017, we’ve increased the number of students served in CTE courses by over 25%. Pathway Completion for PUSD seniors has increased by over 16% in the past two years, with indications that this year will set a new high-water mark. The number of CTE course offerings at Middle and High Schools have expanded by nearly 10% over the past 5 years.  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. We are exploring different models of academic support electives that can allow students to still access the full array of electives.  We will continue to employ the strategies to enroll high school students in A-G course of study as the measures have shown that those strategies are effective.    Currently, we are in the process of providing more of our students with disabilities access to core general education courses through our Inclusion model.   We are committed to research-based interventions that build upon students' strengths so that they can be successful in any class.  We will draw upon what we learned during the 2020-21 COVID closures that necessitated a need for virtual instruction and explore the use of virtual courses for students to remove some barriers.  We have created a new Connect Academy for grades K-8, which is a virtual school that provides an innovative approach to instruction and a flexible environment.  We are also exploring a partnership with Palomar Community College to bring offerings and opportunities for our high school students.||2021-10-14||2021                
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 91.1%, this is a decrease from 91.6% from the previous year. As noted on the CA Accountability Dashboard, unduplicated students, socio-economically disadvangated students and students with disabilities demonstrated a 0.3% increase over the pervious year. Hispanic students demonstrated a drop of 2.6% and English Learners demonstrated a drop of 15.8%.|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 is in the process of adding a Health course at the middle school level.||2021-06-10||2021                
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. Further, the district uses internal dashboards to measure and track elementary student performance on numerous subjects that teachers assess for the tri-annual progress reports.|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 2021-22 LCAP Action Plan, Goal 2.||2021-10-12||2021                
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 Mixed Media (5th and 6th grades) and Fundamentals of Art (7th and 8th grades).|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.||2021-06-16||2021                
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.|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 Pathways (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.||2021-09-08||2021                
37683380109033|King-Chavez Arts and 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 also partner with community organizations to increase access to experiential learning opportunities.  In the future, we plan to roll out a Spanish-English Dual Language Immersion program.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  The school recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide resources, services, and training to offset 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 to promote cross-curricular connections across the subject areas.  The school will focus on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2021-06-10||2021                
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 all of 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 also offer honors math classes in each grade.|MSA-San Diego provides access to a college-preparatory, STEAM focused broad course of study for all of our the 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 are equipped with necessary tools to  graduate college and become 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, study 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 all of our students.||2021-06-24||2021                
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 pupils 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.   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 also expanded our Spanish language program to reach more students.  We continue to partner 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.  The school recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide resources, services, and training 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.  Students will also have expanded access to our Spanish Enrichment program.  We will invest in professional development for staff to promote cross-curricular connections across the subject areas.  The school will focus on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2021-06-10||2021                
37683380114462|Health Sciences High and Middle College|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 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. HSHMC has a Fire Technology, Patient Care and a newly developed Business pathways. 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 supports.|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.||2021-06-28||2021                
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 2020-21, KCCHS offered a new Career Technical Education (CTE) pathway to increase CTE enrollment and completion rates.  This will complement existing college/career initiatives including a concurrent enrollment program with a community college to provide access to college-level coursework.  We also offer an independent study program to provide access to students who need additional flexibility and/or instructional setting.|At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  The school recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide resources, services, and training to offset 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 to promote cross-curricular connections across the subject areas.  The school will focus on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2021-06-10||2021                
37683380121681|San Diego Global Vision Academy|7|San Diego Global Vision Academy (SDGVA) is a direct-funded charter school serving 432 students in grades TK-8 that include the following demographics: 53% Hispanic, 20% African American, 14% White, 11% 2+ Races, 1% Asian, 1% Filipino, 14% Students with Disabilities (SWD), 12% English Learners (EL), 4% Homeless Youth (HY), and 62% Socioeconomically Disadvantaged. Currently, SDGVA does not have any students enrolled and identified as Foster Youth (FY).  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 (K-4), and Tae Kwon Do (Gr. K-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.|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.|2021-06-22||2021                
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 class system allows teachers to focus on the course of study by grade span, 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 1 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.  There are rare exceptions where student disabilities prevent them from taking classes because they cannot find success with the prerequisites, but for the most part all classes are available to all students.|Before the grade level cohort advisory class system, teachers weren't 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 span, 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.  There are rare exceptions where student disabilities prevent them from taking classes because they cannot find success with the prerequisites, but for the most part 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 span, 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.|2021-06-23||2021                
37683380124347|City Heights Preparatory Charter|7|Student schedules and courses of studies are determined by the school counselor. The counselor checks all individual student course completions, and will follow standard grade level enrollment, unless the student has different needs.|High school students are tracked using A-G online tracking system in order to ensure that students are enrolling in the correct courses of study to graduate with a A-G abiding diploma. Schedules are based off of each students individual needs. Teachers and administration have ensured that courses offered to students are competitive with local high schools, and relevant to students wants and needs. With implementing a full time art teacher, students have a broad range of visual and performing art courses.|Changing courses every few years and updating A-G course descriptions allows for curriculum to be updated frequently and helps prevent barriers.|All students have access to the broad courses offered, and the school will continue to offer challenging, engaging, appropriate courses for all students to succeed at City Heights Prep and beyond.||2021-06-04||2021                
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.|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. 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. The pandemic exacerbated this by having a third of the student body enrolled fully in distance learning which allowed for a lot of learning loss. In addition, as 2020-2021 was also a growth year, establishing viable growth metrics for students was extremely challenging.|100% of students will continue to have access to a broad course of study.|Kavod provided extended enrichment to students that needed additional support in ELA and Math. Considering the learning loss that occurred during the year, it budgeted for additional support staff the following year to help support student’s academic and social needs.|2021-10-14||2021                
37683380127647|e3 Civic High|7|e3 Civic High ensures that 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. This happens by way of a systematic approach beginning with the School Counselors working with the leadership team to identify group needs, trends, and opportunities using latest data and course programs/descriptions. The broad course of study aligns with the school's LCAP and WASC plans. All courses are A-G approved, giving scholars maximum access to college preparatory education.|e3 Civic High has determined that all scholars have access to a broad course of study and positive outcome is that 99% of seniors on average successfully graduate from e3 and move onto a viable pathway to college and/or career. Since our student population is diverse, this 99% graduation rate is a testament to the success our broad course of study in service of our different learners such as Hispanic, Black, Asian, low-socioeconomic status, English learners, and students with disabilities.|No extenuating barriers have been determined at this time.|e3 Civic High will continue its successful processes and protocols as previously described and in place to provide all scholars with access to a broad course of study for all students.||2021-06-28||2021                
37683380129387|Empower Language Academy|7|Empower Language Academy monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This goes across all grade spans, and includes unduplicated students and individuals with exceptional needs.  We also regularly assess students using a variety of tools to inform our staffing levels and course offerings.  In addition to standardized assessments required by the California Department of Education, locally selected measures include: 1) Benchmark exams administered each trimester;  2) Northwest Evaluation Association (NWEA MAPs) computer adaptive assessment in reading, language, and math; and 3) Pre- and post- writing assessments.|Empower offers a holistic educational program to all of its students. 100% of students, including unduplicated pupils and individuals with exceptional needs, have access to a broad course of study as described in the 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.    In addition to its California State Standards-based educational courses, Empower offers all students a fitness/wellness component and a Spanish dual language immersion program.|The pandemic reinforced the importance of supporting both academic and socio-emotional needs so that students may fully access the broad course of study offered by the school.|Empower was able to secure a facility to house its entire student body for the 2020-21 school year.  This campus will enable Empower to continue implementing the course of study described in the charter petition.  For example, there is a gardening area for all students.||2021-06-22||2021                
37683380129395|Elevate|7|Elevate School serves approximately 366 students in grades TK-6 with the following demographics: 37% White, 27% Hispanic, 15% 2+ Races, 14% African American, 3% Asian, 3% Filipino, 13% Students with Disabilities (SWD), 10% English Learners (EL), and 38% Socioeconomically Disadvantaged (SED). Currently, Elevate does not have any students identified as Foster Youth (FY) or Homeless Youth (HY). Elevate will expand by one grade level and serve TK-7 in the 2021-22 school year.   The mission of Elevate School equips tomorrow’s global innovators by inspiring students to be excellent in academics, exceptional in leadership, and extraordinary in creativity.   Elevate 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.   Elevate 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 Elevate, all students in grades K-7 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades K-7 have access to and are enrolled in STEAM, Visual & Performing Arts, and ArtCorps.  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 School 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.|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 participating in leadership opportunities including Leadership Day, and classroom and campus leadership roles. 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.|2021-06-24||2021                
37683380131979|Ingenuity Charter|7|Upon enrollment, the LEA has a counselor review transcripts of students and creates a credit audit, individually, for all students. The student information system tracks student enrollment in all courses and grade spans. The LEA’s graduation requirements meet and/or exceed California’s A-G requirements.|All students have access to a broad course of study. All students in the middle and high school have access to a range of electives. In grades 9-12, all students meet or exceed A-G requirements. All academic high school courses are UC system approved.|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.||2021-09-13||2021                
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.||2021-06-23||2021                
37683380136663|America's Finest Charter|7|America’s Finest Charter uses TrackMyProgress as a Student Assessment to track all of the students' progress on their curriculum and assessment.  We also use 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 self-contained classes where they are enrolled in English Language Arts, Mathematics, 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 a 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 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.|Last 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 an additional administrator  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.||2021-10-18||2021                
37683383730959|Charter School of San Diego|7|In 2020-2021 the Charter School of San Diego served 1891 students in grades 6-12.  The student demographics include:   Percentage of Students with Disabilities: 23.6% Percentage of English Learners: 12% Percentage of Socioeconomically Disadvantaged: 67.5% Percentage of Homeless and Foster Youth (FY): 5.8% The Charter School of San Diego 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 70% of students in grades 6-12 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, post-high school goals. All courses leading to a high school diploma are uc-ag approved and NCAA approved. Students have access to Advanced Placement (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.||2021-06-23||2021                
37683383731189|Preuss School UCSD|7|The Preuss School's Advisory Board has an Academic Advisory Subcommittee which meets regularly to review academic achievement, benchmarks, trends, the California Accountability Dashboard, SELPA data, the National Student Clearinghouse cohort and alumni data, and engage in discussion with teachers, counselors and student support staff to address emerging needs.|The Preuss School provides access for ALL 850 students to: Highly qualified teachers - all teaching staff are credentialed, all subjects are taught by a teacher degreed in their subject Equitable access to materials and technology Rigorous schoolwide literacy, numeracy, and Next Generation Science goals Rigorous college preparatory curriculum - currently documenting vertical articulation in each discipline to increase cross-curricular planning De-tracked Advanced Placement coursework in core subjects A 7-year college prep advisory period Assessments: Mandated Testing Completion, AP Coursework and access to AP Exam Completion, Diagnostic Exam Completion, ELPAC and Fitnessgram testing. 8th, 9th and 10th graders take the PSAT All 11th and 12th graders take the SAT. Saturday Enrichment Academy to provide extra tutoring Summer school - Credit recovery options to complete A-G requirements for college entrance Inclusive approach for English learners, foster youth, homeless students, and those with IEPs or 504 plans Lunch and after-school tutoring Mentoring program Summer internships Academic and service clubs|There are currently no barriers preventing the LEA from providing access to a broad course of study for all students.|The School is researching ways to provide access to additional foreign language AP exams in addition to Spanish to increase the number of students eligible for the State Seal of Biliteracy, in addition to providing smaller classes in general.  Additional electives are being explored, including Computer Science, Broadcasting, and Digital Photography.||2021-06-24||2021                
37683383731395|Audeo Charter|7|In 2020-2021 Audeo Charter served 759 students in grades k-12.  The student demographics include:   Percentage of Students with Disabilities: 19.2% Percentage of English Learners: 6.6% Percentage of Socioeconomically Disadvantaged: 57.3% Percentage of Homeless and Foster Youth (FY): 4% Audeo Charter 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 75% of students in grades 6-12 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, post-high school goals. All courses leading to a high school diploma are uc-ag approved and NCAA approved. Students have access to Advanced Placement (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.||2021-06-23||2021                
37683386039457|Darnall Charter|7|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: Art, Music, Media Arts, Journalism/Newspaper, Yearbook, Track & Field, and Cross-Age Tutoring. 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.|Darnall Charter School, is a WASC-accredited K-8 public charter school situated in the Redwood Village, Mid-City region of San Diego, Currently, Darnall Charter School serves 603 students in grades TK-8, of which 74% Hispanic, 13% African American, 7% Asian, 2% White, 3% 2+ Races; 49% English Learners, 17% Students with Disabilities, 3% Homeless, and 65% Socioeconomically Disadvantaged.    MISSION We are committed to academic excellence by vigorously engaging students in a rigorous, student-centered learning environment that will foster the development of global citizens.   OUR VISION Darnall Charter School students will embrace learning, opportunity, and responsibility, explore their unlimited potential, and create positive change.|2021-06-17||2021                
37683386039812|Keiller Leadership Academy|7|Keiller Leadership Academy tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies Additionally, 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. KLA students has full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i).|All KLA students in grades TK-5 are enrolled in a broad course of study. KLA Primary offers access and enrollment in the seven areas identified as a broad course of study for grades 1-5. All KLA Primary students have access to visual and performing arts within the regular school day.  All KLA Secondary students have access to a broad course of studies within their school offerings. In addition to the core courses of study, KLA Secondary (grades 6-8) offers a comprehensive visual and performing arts course selection. For example, students have access to Band andString Orchestra within and after the school day as well. Additionally, students also engage in STEAM (Science, Technology, Engineering, Art, Math) through their science class and electives. Other courses offered include REACH (Leadership), Visual art, Dance, Journalism, and World Languages. Students who require additional supports are offered RTI Language Arts and Math classes, learning center, and tutoring to support student academic achievement.|There are no barriers preventing KLA from providing access to a broad course of study for all students.|KLA will continue to maintain compliance to ensure access to a broad course of study for all students.||2021-06-08||2021                
37683386040018|Harriet Tubman Village Charter|7|HTVCS uses teacher credentials, classroom schedules, and master schedules in PowerSchool to ensure all students have access to and are enrolled in a broad course of study.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies) as well as Physical Education, Health, and Visual and Performing Arts. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.|As a small charter school, at HTVCS all students have access to and are enrolled in the following: English, Mathematics, Social Science, and Science as well as Physical Education, Health, and Visual and Performing Arts. 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, or SST process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they can participate in a broad course of study.|Since HTVCS is a small school, we do not have the staffing or physical space to provide CTE or Applied Arts to our 7th and 8th graders.  As a TK-8 school program, our priority is developing student proficiency in core content areas and student leadership skills, so that they will be successful in college preparatory classes in high school.|Next year, HTVCS plans to provide access to a Foreign Language by offering a Spanish language class.  As we expand our extracurricular programs, we will broaden the scope of opportunities across subject areas available to our students.||2021-06-23||2021                
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, a Dual Language Instructional program, 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.  The school recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide resources, services, and training to offset 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.  Students will also have expanded access to our Dual Language Instructional program.  We will invest in professional development for staff to promote cross-curricular connections across the subject areas.  The school will focus on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2021-06-10||2021                
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, technology, and physical education instruction, and Spanish language exposure. All students in the middle and high school have access to a range of electives. In the high school, all students meet or exceed A-G requirements. All academic high school courses are UC system approved. Enrollment in honors and AP courses is 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.||2021-06-14||2021                
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. The Museum School 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 pupils and individuals with exceptional needs.  The data informs our staffing levels and course offerings.  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. Beyond the core curriculum, students participate in engaging, enrichment classes such as project-based departments, music, arts, PE, foreign languages, and socio-emotional learning. While the delivery of these classes was disrupted due to distance learning, these classes have been reinstated at all levels for the 2021-2022 school year.|All Museum School students have access and are fully included in a broad course of study which includes all core classes and enrichment such as PE, Arts, Sewing, Music, and Project-Based Departments. While the delivery of these classes was disrupted due to distance learning, these classes have been reinstated at all levels for the 2021-2022 school year.|The school will continue to monitor that all students have full access to a broad course of study as described in our charter petition. After a year of distance and hybrid learning, the school has reemphasized in its planning and master schedule a focus on core subjects that is fully complemented by a broad course of study including project-based departments, supplemental arts, and a reinvigoration of study trips to allow students and teachers to learn through the resources at local museums and educational institutions.||2021-06-14||2021                
37683386119168|San Diego Cooperative Charter|7|SDCCS 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 goes across all grade spans, and includes unduplicated students and individuals with exceptional needs.  We also regularly assess students using a variety of tools to inform our staffing levels and course offerings.  In addition to standardized assessments required by the California Department of Education, locally selected measures include: 1) Benchmark exams  2) Northwest Evaluation Association (NWEA MAPs) computer adaptive assessment in reading, language, and math 3) Pre- and post- writing assessments, and 4) Annual CAASPP Assessments.|SDCCS offers a whole child educational program to all of its students. 100% of students, including unduplicated pupils and individuals with exceptional needs, have access to a broad course of study as described in the 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.   In addition to its California State Standards-based educational courses, SDCCS offers students a fitness/wellness component, art, music, gardening and science lab electives.|The pandemic reinforced the importance of supporting both academic and socio-emotional needs so that students may fully access the broad course of study offered by the school.  We maintain two full time counselors to support the mental health needs of our population.|SDCCS  was able to complete construction of a new facility to house our 1st - 8th grade student body for the 2020-21 school year.  This building will enable SDCCS  to continue implementing the course of study described in the charter petition.  For example, there is a gardening area for all students, room for Art, Music, Dance, PE, Science Lab, and our Core Classes.||2021-10-12||2021                
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 pupils 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.  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, a Dual Language Instructional program, 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.  The school recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide resources, services, and training to offset 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.  Students will also have expanded access to our Dual Language Instructional program.  We will invest in professional development for staff to promote cross-curricular connections across the subject areas.  The school will focus on differentiated support so that all students can access content at their level, as well as instructional materials that support college and career readiness.||2021-06-10||2021                
37683460000000|San Dieguito Union High|7|SDUHSD uses Student Information System reports, course selection and transcript audit processes to track the extent to which all students access/enroll in a broad course of study. Families receive course information and students are not in tracks. Counselors conduct grade and transcript audits and meet with students to complete 4 or 6 year plans, including remediation, based on post-secondary goals. Alternate courses and remediation opportunities are available to ensure students are on track for graduation including  expanded 2021 Summer school offerings in English, Math or Biology. The Special Education department tracks course placement through the IEP process. SDUHSD requires 90 credits more than the State minimum requirements. Students must complete 70 elective credits to fulfill local requirements. Graduation requirements for eligible students who are military dependents, homeless, migratory, EL Newcomers, in juvenile court or foster care settings may be modified in compliance with CA law. To ensure practices meet the needs of all students, SDUHSD 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. Grades are reviewed every reporting period to monitor student progress and determine interventions.|SDUHSD students continue to graduate at a significantly higher rate (95.9%) than the state (86.6%) or county averages (88.3%) for all students and student groups. A review of multi-year cohort graduation rates indicates that English Learners (83.5%), socio-economically disadvantaged students (89.1%), Hispanic/Latino students (90.7%), African American students (85%) and students with disabilities (80.7%) graduate at lower rates when compared to the district average (95.9%). Although the most recent cohort graduation rates (2019-2020) indicate lower graduation rates for these students, each student group reports a higher graduation rate than the county and statewide averages for their peers.   All SDUHSD comprehensive high schools reported a College and Career Indicator in the “Very High” range on the fall 2020 Dashboard. Further review of CCI results revealed lower CCI rates for English Learners (41.3%), socio-economically disadvantaged students (61.8%), Hispanic/Latino students (61.6%), and students with disabilities (34.9%).   SDUHSD students report high rates of UC/CSU eligibility with 80.9% of students meeting A-G course requirements. A review of multi-year UC/CSU eligibility rates indicates that English Learners (28.9%), socio-economically disadvantaged students (62.5%), Hispanic/Latino students (58.5%), and students with disabilities (37.4%) demonstrate lower rates when compared to the district average.|English Learners demonstrate lower rates across all measures. The majority (<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. Although we offer the Newcomers Academy to provide intensive language development support, it is sometimes not possible for students to meet SDUHSD high school graduation requirements before the end of their 12th grade year.  During the 2020-21 school year, the district's EL team collaborated with counselors, EL lead teachers and MiraCosta Community College teachers  to consider providing early college credit opportunities to students enrolled in the SDUHSD EL program. The plan is to include both credit and non-credit opportunities to support students transitioning to MiraCosta Community College and to provide an opportunity to experience college before the end of the 12th grade.|SDUHSD maintains an expanded access policy which allows any students to enroll in the courses of their 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), concurrent off campus coursework up to 30 credits, expanded summer school opportunities including credit recovery for students who are credit deficient, math remediation and bridging between courses, and English Language Development. Course of study pathway documents are posted on the district webpage to demonstrate the course sequence for math, science, CTE, and World Languages courses. The remaining academic department course pathways are in development and will be posted on the district website when finalized.  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.|SDUHSD has expanded CTE course options and pathways over the last few years. As a result, course enrollment has remained high with over 6,200 students enrolled in CTE pathway courses during the 2020-21 school year. 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.  Despite our efforts, over the course of the last few years, SDUHSD has not seen shifts toward gender equity in CTE enrollment in target CTE sectors with the exception of the Manufacturing and Product Development courses.  The district CTE team will continue to work with counselors and CTE instructors to increase CTE awareness and increase non-traditional enrollment in all of the targeted CTE pathways.  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.|2021-06-17||2021                
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 support in the least restrictive environment.|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 elective/exploratory coursework, with a focus on arts, language, and STEM education. In the elementary grades (TK-5), students have enrichment and extension opportunities, including visual arts, music, garden, and library.|Time and schedule constraints are the biggest barriers to ensuring that all students receive a broad course of study while simultaneously meeting individualized learning needs. School staff is cognizant of these challenges and, especially for students requiring extra remediation, work to provide sufficient remedial support without encroaching upon primary instruction and enrichment offerings.|In order to ensure a broad course of study for all students, changes continue to be made to the master schedule. For example, during the pandemic, elective courses were curtailed so that students could focus on core instructional standards. A daily homeroom period was added during which time social emotional learning (SEL) and remediation for English Learners, students with special needs, and any other students needing assistance are provided without missing core instruction. By providing these services during homeroom, all students have access to both core and enrichment opportunities during the school day. After school and summer tutorial programs provide "beyond day" and "beyond year" support. Further, the kindergarten school day was extended 90 minutes to provide more time for our early learners to master key standards. As reflected in the 2021 LCAP, by providing additional opportunities for our unduplicated students, the District has made progress closing the achievement gap||2021-06-23||2021                
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. Due to the unique challenges of COVID-19 and scheduling, most electives were not able to be offered the 2020-2021 school year.  Santee School District will return to offering courses this school year as students are on campus for full instructional minutes using public health safety protocols as established in our Safe at School Reopening Plan.|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|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 an extraordinary education in an inspiring environment with caring people.||2021-10-05||2021                
37683790000000|San Ysidro Elementary|7|The San Ysidro School District has implemented the Instructional Design and Data Reflection Model for the past 5 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 Design includes: Word Study, Direct Instruction of Target Standard, Small Group leveled Instruction, Writing, and Designated ELD. Math Instructional Block includes:  Daily Fluency Practice and Direct Instruction with small group supports.  After each instructional/assessment cycle, teachers meet for ELA & Math to reflect on data from LEA Common Assessments by Grade Level with Principal. The sessions have a specific protocol that includes data analysis to determine progress and the identification of best practices based on the data to support the implementation of these practices in the next unit of instruction.|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. We are in the process of piloting NGSS aligned Science materials for all grades k-8, and will begin the process for Social Science materials for the middle schools as well.|The LEA's largest barrier with providing access to a broad course of student is chronic absenteeism, as we see this number grow annually for all student groups. Another area is supporting students with mental health and trauma.|As previously mentioned the LEA's focus is to strengthen our students' academic and social emotional skills while supporting the families in several areas. The district was awarded the Promise Neighborhood grant. This grant 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 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.||2021-06-24||2021                
37683870000000|Solana Beach Elementary|7|Daily attendance data, class schedules, learning walks, and formative and/or summative assessments are used to monitor whether all students, grades K-6, including unduplicated student groups and individuals with exceptional needs have access to a broad course of study.|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||2021-06-24||2021                
37684030000000|Spencer Valley Elementary|7|At Spencer Valley the tools utilized to measure access to a Broad Course of Study are classroom schedules and grade level requirements that are assessed through the report card.  The district also utilizes the Smarter Balanced Assessments at levels 3-8 for ELA and Math, NWEA Map assessments in ELA and Math for kindergarten through 8th grade.|Our district is a one school district with students in grades K-8.  All students K-8 are enrolled in a Broad Course of Study through self-contained classrooms.  An adoption of new Science curriculum that is better aligned to the NGSS was put on hold this school year due to the pandemic and school closure.|The pandemic along with school closures and the change in the school day delayed the adoption of a new Science curriculum that is better aligned to the Next Generation Science Standards.|In the 21-22 school year, a new Science curriculum that is aligned to the Next Generation Science Standards will be piloted and adopted for implementation in the 22-23 school year.||2021-06-23||2021                
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 or access to a functional skills program.|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 on a trimester schedule.  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.  The school is providing the ability for students to earn a Food Handler’s Certificate as well as in the process of building a work-based learning course for the upcoming school year.||2021-06-07||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-07||2021                
37684110000000|Sweetwater Union High|7|We have chosen to analyze our Middle School Promotion Rate and High School Graduation Rates.   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/Homeless Youth (15%) are completing these requirements at a very low percentage. English Learners, when combined with Reclassified English Learners (43%) perform just below our district average (50%), though we are keenly aware that our Long Term English Learners are the group within the overall English Learner group who are performing the lowest.  In 2020-21 our graduation rate (83.9%) decreased significantly on account of the impact of the pandemic.   Here is the performance of student groups:  African American (78%), Asian (95.8%), Filipino (96.3%), Hispanic (89.9%), White students (83.2%), English Learners (65%), Foster Youth (39.3%), Homeless Youth (53.2%), Socioeconomically Disadvantaged (81%), Students with Disabilities (68.5%).|Distance learning for the 2020-2021 school year was less than ideal. Attendance decreased sharply and many students never arrived the entire school year. We are confident that the return to distance learning will enhance the performance of many of our students as they return to the teacher-student connection to which we are all accustomed.  We will be analyzing grade performance data through our Early Warning System which tracks student progress on attendance, grades, and suspensions so that we can intervene as soon as possible.|We have provided feeder school data to our site leaders to support more accurate placement of students at the outset of their high school journey.  The Special Services department is working with Curriculum and Instruction to improve the process for placement of special needs students so that they are both in the least restrictive environment and in the optimal learning environment to reach their goals and benchmarks outlined in their Individualized Education Plans (IEP).  We are continuing to offer Quality Teaching for English Learners (QTEL) professional development from WestEd for content teachers and expanding that training for our site and district leadership.  This will enhance our efforts to inspire more English Learners to reach the rigorous course requirements for promotion and graduation.  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. Finally we have begun a partnership with the High Tech Graduate School of Education and the Gates Foundation to promote MIddle School promotion and increase student access and persistence in college.||2021-10-25||2021                
37684110126086|Hawking S.T.E.A.M. Charter|7|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 the school’s educational program.   Hawking 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 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 student groups, including unduplicated students and students with exceptional needs to ensure they benefit from a broad course of study.|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.  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-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:  •	Site #1: AVID (2-8), Spanish (7-8), Music (TK-6), Band/Orchestra (7-8), Choir (7-8), Visual Arts (TK-8), CTE (7-8), Drama (7-8), Gizmos (K-6), VAPA (TK-8) •	Site #2: AVID (2-8), Spanish (7-8), Music (TK-6), Band/Orchestra (7-8), Choir (7-8), Visual Arts (TK-8), Robotics (K-6), Yearbook (7-8)  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 School 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.|Hawking STEAM Charter School is a direct-funded charter school. In April 2017, it received approval from SUHSD for a 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 serves approximately 1,300 students in grades TK-8 with the following demographics: 94% Hispanic, 3% White, 2% African-American, 10% Students with Disabilities (SWD), 35% English Learners (EL), 0.1% Foster Youth (FY), 0.5% Homeless Youth (HY), and 66% Socioeconomically Disadvantaged (SED).  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.|2021-06-24||2021                
37684113731304|MAAC Community Charter|7|MAAC Community Charter School has been designated Dashboard Alternative School Status (DASS) Currently, MAAC serves over 250 students in grades 9-12 ages 14-24, and demographics that include: 95% Hispanic, 1% Filipino, 3% White; of which 65% are English Language Learners (ELL); 7.2% Students with Disabilities (SWD); 4.1% Homeless; and 61% Socioeconomically Disadvantaged.  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's educational program.   MAAC 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, Health, CTE Multimedia, College Bound courses, and YouthBuild Work Experience Education. Our students have access to a college liaison.  There are no differences in accessibility to courses across student groups, including unduplicated students and students with disabilities.|Currently, 100% of the students have access to a broad course of study and MAAC Community Charter School will continue to monitor this to ensure no barriers arise to change access.|Due to the current success of MAAC Community Charter School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.|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 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.|2021-06-17||2021                
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 sufficient funding to provide all types of broad courses, such as CTE, VAPA, and Workforce programs. Another barrier staffing specialized courses and ensuring teachers are appropriately credentialed to work with unduplicated students.|Potential new actions for Vallecitos is the consideration of science, technology, engineering, arts and math (STEAM) integrated content to create high interest learning from students. A STEAM room is being developed to expand the science programs at Vallecitos.||2021-06-25||2021                
37684520000000|Vista Unified|7|Students in VUSD have access and are enrolled in a broad course of study.  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 two 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 courses, 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 place 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 that demonstrate students’ access to a broad course of study.|All students in the Vista Unified School District have access to a broad course of study across all grade spans. Differences across schools are 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.  All student subgroups are closely monitored in terms of enrollment across the district.  The district’s open enrollment policy and magnet lottery process are reviewed annually to ensure equitable access to the variety of course and program offerings provided by the district.  Each school offers a broad course of study.  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 William’s visitations.  Classrooms at various levels are visited to determine the availability and access to resources that are in support of a broad course of study.  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 18% of the students enrolled in VUSD.  While our English Language Development Program continues to reclassify students with good success, this however does not minimize the challenge of learning a new language while engaged with a rigorous core curriculum.  Sixty-nine 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, particularly in the context of COVID-19.|The district continues to support significant initiatives that 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. This includes an update to the English Learner Master Plan and the Special Education Strategic Plan. Vista Unified has developed a comprehensive process for identifying students in need of academic, social-emotional, and other integrated supports. This includes providing a cadre of Accelerated Learning Teachers who will address the impact of lost instructional time due to the effects of the pandemic. Vista Unified updated the Framework of the Future to now include a focus on equity. Vista Unified continues to expand college and career pathways to ensure positive outcomes for all students.||2021-06-24||2021                
37684520124917|Guajome Learning Center|7|The administration, in conjunction with the counseling department, evaluates 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. Four 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.||2021-06-24||2021                
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 from the most recent CAASPP 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.|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.|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.|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.  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.|2021-06-24||2021                
37735510000000|Carlsbad Unified|7|CUSD uses multiple measures to gain information specifically regarding accessing a broad course of study for all students; specifically unduplicated students.  These measures include A-G completion rates, AP participation rates, graduation rates, and enrollment rates for all advanced classes in grades 6-12.  CUSD has aligned graduation requirements with A-G rates for all students.|CUSD maintains high graduation rates for all students 97% for the graduating Class of 2021.  Unduplicated students also maintained higher rates that County and State averages (socioeconomically disadvantaged in CUSD was 89% versus state average of 84% and County average of 83%).  Graduation rates   for ELL remained high at 80% versus county average at 68% and state average at 69%.  CUSD had a very high Advanced Placement Equity rate at 48% for the Class of 2021.  This far exceeded CA rate of 32%.|Continue to analyze data and work with counselors at all levels to identify any barriers to admission into full course of study for all students.  Expanded AVID programs on all secondary sites.|We continue to work with counselors to increase enrollment if full course of study for all students.  While CUSD maintains very high graduation rates for all students, while at the same time having A-G required classes, in order to earn a CUSD diploma, we continue to dedicate tutoring, credit recovery and extra support in classes to ensure all students are successful.||2021-06-23||2021                
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. Approximately 60% of K-6th graders are enrolled in Visual and Performing Arts. Approximately 64% 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. 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. 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 projected overall graduation rate for 2021 was 83.5%, with English learners at 56.6%, students with disabilities at 67.6%, and Foster Youth and Homeless students at 37.5%. The gap between student groups increases in A-G completion, indicating students are not fully accessing or being successful in the courses. The projected A-G completion rate for all students was 41.3%, while English learners was 9.6%, students with disabilities was 11.1%, and Foster and Homeless was 12.5%.|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 areas. 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.||2021-10-12||2021                
37735690136267|Coastal Academy Charter|7|Based on Coastal Academy Charter School's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. For grades 9-12 students are enrolled in classes based on the 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. Enrollment in courses is tracked through our Student Information System. All students including all sub groups are enrolled in each of those courses.|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 Charter 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, the school will make corrections in its practices to fulfill our goal of all students growing and learning.||2021-09-14||2021                
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 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 monitors 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 also have access to the entire A-G sequence of courses. 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 a pathways program at this time. During the 2021/22 school year, the school plans to increase the number of Career Elective courses available to high school students as identified in the 2021-2024 LCAP.|PVCS will continue to provide a broad course of study for all students. In the upcoming school year, the school will add additional Career Electives, new intervention programs for struggling readers, a designated ELD course and updates to social science courses.||2021-06-22||2021                
37737910000000|San Marcos Unified|7|The San Marcos Unified School District tracks the extent to which all students have access to a broad course of study through the following: 1) the percent of students completing A-G course requirements; 2) the percent of students enrolled in one or more Advanced Placement (AP) courses; 3) the percent of students passing one or more AP courses; 4) the number of students earning the California State Seal of Biliteracy; 5) the percent of secondary students enrolled in CTE pathway courses. These measures are inclusive of our unduplicated student groups, such as English learners, socioeconomically disadvantaged students, and students with disabilities.|The San Marcos Unified School District (SMUSD) provides open access to all core, electives, Career Technical Education (CTE), and Advanced Placement (AP) courses. To support students with exceptional needs, SMUSD provides co-taught courses in our core classes in conjunction with the students’ individual education plans (IEP). Students in SMUSD middle schools have access to CTE and elective courses, including art, technology, music, and elective wheels. At the elementary level, all students participate in music education as part of our core program. Additionally, SMUSD has one International Baccalaureate K-8 program, and another K-5 dual immersion elementary school. Data presented is based upon 12th grade data from the 2019-2020 school year. The percent of students completing A-G requirements: 54% of all students; 40% of English learner students; 40% of socioeconomically disadvantaged students; 40% of African American/Black students; 40% of Hispanic/Latinx students; and 16% of students with disabilities. At the high school level, 42.9% of all students were enrolled in at least one AP course in 2020. From 2018-2020 the number of students that have passed at least one AP exam has increased by three percent, from 71% to 74%. Additionally, the number of students that have earned the CA State Seal of Biliteracy has increased from 20 in 2018 to 149 in 2020 (+129). Additionally, the number of 6-12 grade students that have enrolled in CTE courses was 25% in the 2020-2021 (-4%).|Although our graduation rate in 19-20 was 94.4%, only 58% of our students completed A-G requirements. This may be due in large part to the COVID-19 pandemic, which causes many of our students to take classes remotely during 2020-2021. Currently, our high school graduation requirements are not fully aligned to A-G completion requirements. Regarding our CTE enrollment, our current six period schedule limits the number of course options available to many of our secondary students. Additionally, many students with disabilities and English language learners are limited to the number of CTE courses due to the need for specialized support classes and designated ELD.|To promote greater completion of A-G requirements for all students, SMUSD has implemented a process of assuring all new high school courses meet A-G requirements. To address the limited number of students with disabilities meeting A-G requirements, SMUSD has increased the total number of co-taught courses at our schools to ensure students receive instruction in the least restrictive environment. Additionally, to support more enrollment in CTE courses, SMUSD is working with industry partners to align course descriptions, student activities, and course outcomes to industry standards.||2021-06-15||2021                
37737910138222|Pivot Charter School - San Diego II|7|Pivot Charter School has access to a significant amount of student academic and engagement data. At any time, school staff can see what courses students are accessing, when they are accessing them, and how they are performing in those courses. When students enroll at Pivot, their transcripts and other grade reports are analyzed to develop an individualized course schedule. Courses assigned cover a broad range of study. Then each student’s Educational Coordinator tracks each student daily to ensure that they are indeed accessing and engaging in their coursework. The measures and tools available to Pivot staff include reports that show dates and times students access courses, how much time they spend in the instructional portions of the course and the assessment portions, and achievement and scores on graded assignments. Students and parents also have access to this data in real time through their online curriculum platforms. These measures are implemented for all students in all grade spans including unduplicated student groups and individuals with exceptional needs. Additionally, Pivot utilizes surveys to parents and students regarding their experiences with the curriculum, courses, and engagement in academics.|Data analysis of the courses students take and complete overwhelmingly show that students are focusing on the four core subjects of English, math, science, and history even though students have access to honors and AP options, reading, ELD, RtI, and remediation curriculum. Pivot also offers numerous unique electives such as Architecture, Gothic Literature, and Robotics. Pivot has focused efforts to increase access to junior and community college courses and has recently received grants to expand Career and Technical Education courses and pathways. There are not many online elective course options for students in grades K-8. Pivot regularly reviews curriculum options for students to make sure that a variety is available. No curriculum provider has a broad enough course catalog to satisfy the needs of Pivot students so we have had to supplement with additional curriculum options and hands-on elective activities at the resource center. It is imperative that Pivot continues to focus on ensuring that students have the skills to be successful in an independent study program by providing access to training in executive functioning and support through RtI and study skills classes that are geared toward students becoming independent learners. Once students have acquired these skills, they have everything they need to access our broad courses of study. Pivot continues to improve in providing students with these skills, and most importantly, tracking their success.|Pivot Charter School is an independent study school that utilizes an online curriculum for all of its students. The supplemental resource center program is able to complement the online curriculum but not all students choose to access it. Lack of access to transportation or the need to work during school hours are just some examples of the barriers that students face in attending these types of programs. Pivot provides bus passes and assists with carpools for families to be able to access the resource center. We also use coming to the resource center to work face to face with credentialed teachers as an MTSS support strategy. Another barrier is the limitations of the online curriculum to provide a broad course of study. For example, the elementary curriculum only provides an extremely limited library of elective courses so teachers often prefer to offer elective-type courses in person. However, since not all students attend the supplemental resource center program, not all students have access to those resources. That is why it is very important for parents of elementary students to be willing and able to work with their children to enhance social activities and hands-on learning experiences. Our credentialed teachers provide assistance to these families but they must be willing and able to do so at the elementary grade levels. As mentioned above, the middle grades, and to a greater extent, the high school have a much broader course of study available to them.|Pivot will work to develop a broad course of study for all students that can be accessed in a virtual format that will be teacher-created and teacher-led, as well as more focused on-site options for students. There has been some success reaching students virtually that we can continue to build on such as online workshops and office hours as well as online elective courses. We have similarly strengthened our ability to provide online counseling and social and emotional support through various “virtual” platforms. These methods were extremely successful throughout the stay at home orders the last 15 months. Counselors reported that more students attended optional and special education sessions than in previous years. Additionally, we are developing a block schedule for middle school students that includes a dedicated block to elective-type coursework. One of the curriculum providers utilized by Pivot also has expanded their course library for middle school students and these will be made available to students in the upcoming school year. To address the barrier of a lack of access to the technology needed to thoroughly engage students from a variety of backgrounds, we will continue to purchase equipment that can be loaned out to students. Through the pandemic, all students had the technology needed to access their courses and we will continue to provide this for 100% of our students who need it.||2021-06-04||2021                
37754160000000|Warner Unified|7|We make sure all students have equal access to curriculum content, technology, field trips, sports, and all extracurricular activities that are school-sponsored. We don't have any special tools other than our small size, advisory class to assist students and a high staff to student ratio to monitor access.  We also offer dual enrollment at our local community college.|All of our students have equal access to our board courses of study.  Students who are behind academically can use the flexibility of our schedule to get caught up.  Students who are ahead academically can start on taking college classes or doing internships.|As each grade's average size is under 15 students it is easy for us to focus on each student's obstacles.  Currently there are no barriers at school.  Their home life is another issue.  We are trying to provide as much positive mental health support as needed.|We have increases our mental health supports, communications and parent engagement opportunities.||2021-08-10||2021                
37754160132472|California Pacific Charter - San Diego|7|LCAP Goal 4 encapsulates LCFF Priority 7: Access to a Broad Course of Study. Action Items 4.1, 4.3, 4.4, 4.6, and 4.7 have been developed to specifically support LCFF priority 7.   1. Briefly identify 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.  Local metrics used to measure success in this area are graduation rates and percent of student college and career prepared.|2.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, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study.  CPCS identifies that there are no barriers for students, including unduplicated student groups, from accessing and participating in a broad course of study, including at the secondary grade levels, access to A-G coursework, Advanced Placement courses and exams, and Career Technical Education.|3. 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.  Barriers to high graduation rates have historically been attributed to the number of high school students that CPCS has served that enrolled as credit deficient. Although, through the comprehensive support and improvement initiatives, CPCS has significantly increased graduation rates. Barriers to high percentages of students college and career prepared historically was due to CPCS being in the initial implementation phase of the CTE Pathways.|4. 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?   CPCS has focus it's efforts on supporting credit deficient high school students through the CSI initiatives and has seen tremendous success. Those efforts will be continued. CPCS has added CTE Academies and expanded the number of Pathways and electives offered in an effort to increase access and enrollment in Career Technical Education and increase the percentage of students that are college and career prepared.||2021-08-10||2021                
37754160138651|San Diego Mission 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 and students by grade level for 2020-2021 for the first semester.  Participation in courses outlined in Ed. Code 51220 were examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing , Career Technical 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:  English, Mathematics, Social Science, Career Technical Education, World Languages, Physical Education, Science, Visual and Performing Arts, and Automobile Driver Education.  We also have many of our students enrolled in intervention or support courses for English Language Development, Reading, Writing and Mathematics, which are implemented through platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|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 Automobile Driver Education, reading intervention, ELD and World Languages courses.  The group with the lowest participation in World Languages and Math was our foster youth.  This is likely based on their personalized academic plans. However, there is access to World Language courses such as Spanish.  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 students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made preparation for college and/or career readiness an LCAP goal.  Enrollment in work readiness courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their personalized plans, and we have seen participation in dual enrollment at the college level steadily increase, as we encourage students to participate in coursework there to gain college readiness and rigor.||2021-06-14||2021                
37754160139378|Sage Oak Charter School - South|7|The counselor, teacher, parent and student develop a personalized educational plan for each student. The EL Coordinator, the Special Education Case Managers and Homeless and Foster Youth Liaison join the review of each plan as needed. This plan includes a broad course of study aligned with the California standards and graduation requirements. It is updated as students' interests and abilities change to reflect the students' changes and needs. It is updated throughout the semester during regularly scheduled teacher and student meetings.|The teachers and educational advisors monitor course enrollment to develop each student's educational plan. The measures and tools that are used are consistent reviews and teacher meetings of what the student is doing and what their interests are. In consultation with the counselor, EL Coordinator, Special Education team, and the Homeless and Foster Youth liaison each student's unique plan may pivot to reflect changes in students interests and ability that have been identified with data from course performance and teacher anecdotal assessments. As the result of this we have improved our graduation rate.|Providing students with hands-on experience in CTE  courses due to the fact that we do not have a physical location has been a challenge. However, we overcome that barrier by encouraging dual enrollment in Community Colleges where the resources for hands-on instruction and training are readily available.|After students have progressed with increased monitoring and communication, the Sage Oak team engages them in correspondence which include various offers of support.||2021-07-15||2021                
37754160139386|Excel Academy Charter|7|All students, parents/guardians, and Teacher of Records (ToRs) meet with their assigned High School Guidance Counselor (for high school students) yearly to review graduation progress, select courses that will ensure they meet their academic goals, and create a detailed in depth Course of Study that indicates specifically the courses the student will be studying and the vetted and approved curriculum. A pacing guide for each assigned subject is then created by the ToR who will monitor the completion of the assignments and assessments outlined. The Course of Study will be updated throughout the semester as needed. The ToR will thoroughly document the student’s learning by analyzing the completion of the pacing guide and coursework. All students, parents/guardians, and ToRs have access to the high school plan that is created with the assigned High School Guidance Counselor. All students have access to core subject courses, an array of elective courses, CTE courses, and have the opportunity to take advanced high school courses (honors and AP), in addition to participating in concurrent enrollment. If necessary, students have access to credit recovery classes. The High School Guidance Counselor and Assistant High School Principal initiates a general education meeting to follow each eighth grade end-of-year IEP to ensure that the students have a plan in place for high school. Any SPED curricular questions are addressed with the SPED lead. Case Managers help to implement IEP goals.|The EACS High School Guidance Counselor and Teacher of Record work together to plan the approved courses and develop four year high school plans. The High School Assistant Principal and HQT team monitor student enrollment in the approved courses. Together with the student and parents, the team creates a plan based on student interests, goals, and grade level expectations. When deemed appropriate and based on internal and state assessment results, the Title 1 and Intervention Coordinators work in conjunction with the Special Education Team, High School Counselor, Teacher of Record, and Administrative Team to ensure that the student has proper resources and interventions in place to strengthen skills and close any learning gaps. As a result of the collaboration, guidance, and support in place, EACS continues to see great success with graduation and students moving on to community college, four year college, and trade schools.|Since EACS does not have a physical location, providing students with hands-on experience in CTE Capstone courses can be a challenge. However, we overcome that barrier by encouraging dual enrollment in Community Colleges where the resources for hands-on instruction and training are readily available.|EACS is working closely with the Health Science CTE teacher and Kaiser Permanente for potential internship opportunities. EACS tracks students’ volunteer and work-based hours through remote learning opportunities for the Completer courses. EACS is growing the Health Science pathway, and is currently looking for a new Business and Marketing teacher.||2021-08-19||2021                
37754160139451|Pathways Academy Charter - Adult Education|7|With a focus on supporting our students to achieve their goal of high school graduation and preparing them for college and career, continual monitoring of student coursework to identify struggling students and interventions is important to the success of our students. Teachers and the Intervention & Transition Coordinator monitor and collaborate with students and guides them in enrollment in a broad course of study coursework.|Teachers and the Intervention & Transition Coordinator monitor course enrollment to guide students in graduation course completion as well as a broad course of study to prepare for college and career.  The measures and tools that are used are weekly reviews and teacher meetings of student course work. As needed, teacher meetings may include the Special Education team, Homeless and Foster Youth liaison, and the Intervention & Transition Coordinator.  As the result of this we have improved our graduation rate and we have seen more students continue to effectively navigate post-secondary options.|Through our partnerships with WIOA offices, students are provided with vocational training in conjunction with a high school diploma. Upon completion of their vocational training and high school requirements, graduates are poised to be competitive applicants in high-demand fields of employment.|After students have progressed with increased monitoring and communication, the PACSAE team engages them in correspondence which include various offers of support.||2021-07-15||2021                
37756140000000|Valley Center-Pauma Unified|7|The locally selected measures that VCPUSD uses to track access to or are enrolled in a broad course of study include a-g completion, CTE strand completion, graduation rate, master schedule analysis, participation in the Dual Language program (K-8), and about 25% participation in the performing arts.|VCPUSD's graduation rate is 92.5%, has a 54.1% a-g completion rate and 44% of our graduates are CTE completers. In K-8, 41% of students are enrolled in our 50/50 dual language program that including unduplicated students and pupils with exceptional needs.  Master schedule analyses indicate that all students, including unduplicated pupils and pupils with exceptional needs are enrolled in a broad coarse of study.|At this time, due to returning to in person instruction, the barrier preventing access to a broad course of study is the need to remediate or provide credit recovery options for students. Distance learning, while it had some pluses, provided a barrier to learning for students that require in person connectedness and/or in person instruction.|VCPUSD had included tools to identify areas of need for students so that learning can be accelerated in each grade level, for the core subjects of English Language Arts and Mathematics. In addition, tutoring, support classes, and options to earn credits beyond the school day are in place. As VCPUSD accelerates learning this year and next, to ensure our students have accessed essential standards, educational opportunities will be available.||2021-10-14||2021                
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 6-8 and 9-12 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 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. In addition, Bonsall has made it a goal this year to provide access to highly rigorous coursework across all grade levels for all students, including Native American, English Learners, Low-Income, and Foster Youth subgroups. Bonsall believes that all of its students must graduate from high school prepared to meet high standards of college or career readiness. Strengthening the rigor of courses taken in elementary school through high school can be an effective strategy to raise student achievement levels and ensure college and career readiness for more students. Research has demonstrated that when students are given access to advanced coursework opportunities, they work harder and engage more in school, leading to fewer absences and suspensions and higher graduation rates. Raising expectations regarding student access and enrollment in rigorous courses is crucial, particularly for students who have historically been underrepresented in those courses.||2021-09-08||2021                
37770320134577|Audeo Charter II (SBE)|7|In 2020-2021 Audeo II served 293 students in grades 6-12.  The student demographics include:   Percentage of Students with Disabilities: 19.1% Percentage of English Learners: 4.4% Percentage of Socioeconomically Disadvantaged: 46.1% Percentage of Homeless and Foster Youth (FY): 5.1% Audeo II 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 77.5% 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, post-high school goals. All courses leading to a high school diploma are uc-ag approved and NCAA approved. Students have access to Advanced Placement (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.||2021-06-23||2021                
37771560137323|Vista Springs Charter (SBE)|7|The school's 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. All TK-8 students have access to several elective or thematic courses, in addition to all core courses. Homeschool boxed set curriculum are 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 annually reviews program schedules to ensure students are enrolled in a broad course of study.  High school students also have access to many CTE Pathways, internship opportunities, and dual enrollment  and articulated college courses.|All students have access to a high quality, broad course of study including math, ELA, language, art, social science, science, and multiple elective options. Programs offer instruction in-person and via independent study to best meet students' situations and goals.  All high school students have access to a complete A-G sequence, and 7th and 8th grade students have access to math and language other than English (LOTE) at the A-G level.  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.. In addition, administrators are aware that some of our students were enrolled in but did not complete the minimum  A-G LOTE requirement. All dual enrollment college courses as well as CTE courses and pathways are available online to accommodate all students, regardless of their region. The school has improved access to a broad course of study by expanding online options including LOTE 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, so all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs.|The charter's 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 school 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 VHL and eDynamic Learning as an online 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. Student access to live teaching has been expanded. Students have access to live online seminars with single subject specialists on a weekly basis via a virtual classroom and office hours. The school 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 to create an engaging and rigorous program for each student.||2021-06-10||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
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 CASAS 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 CASAS score, number of required units deficient, and number of days enrolled.|All students in our community sites have access to A-G courses, Elective courses, which include Reading, Writing, Math, Computers, and Life Skills. Students with CASAS 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 a site-based model, in which course offerings vary from site to site and from semester to semester. 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). Due to technology, internet, and facility restrictions beyond our control, students in custody may have less access to all curricula options.|At FKCS, most of our students are in-custody, which restricts access to certain courses beyond our control and sets 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. We continue to build CTE  pathways and dual enrollment opportunities for students. We are working to offer more CTE courses at our community sites such as MC3 and Construction. Additionally, Web/Graphic Design dual enrollment opportunities are available at our TAY sites in Southern California in partnership with Mission College.||2021-06-17||2021                
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 CASAS 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 CASAS score, number of required units deficient, and number of days enrolled.|All students in our community sites have access to A-G courses, Elective courses, which include Reading, Writing, Math, Computers, and Life Skills. Students with CASAS 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 a site-based model, in which course offerings vary from site to site and from semester to semester. 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). Due to technology, internet, and facility restrictions beyond our control, students in custody may have less access to all curricula options.|At FKAS, most of our students are in-custody, which restricts access to certain courses beyond our control and sets 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. We continue to build CTE  pathways and dual enrollment opportunities for students. We are working to offer more CTE courses at our community sites such as MC3 and Construction. Additionally, Web/Graphic Design dual enrollment opportunities are available at our TAY sites in Southern California in partnership with Mission College.||2021-06-17||2021                
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 CASAS 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 CASAS score, number of required units deficient, and number of days enrolled.|All students have access to A-G Courses, Elective courses, which include Reading, Writing, Math, Computers, and Life Skills. Students with a CASAS 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).  Due to technology, internet, and facility restrictions beyond our control, students at our community sites generally have access to a broader course of study than those in custody. For example, students in community sites have access to a plethora of online curricula options such as  Foreign Language programs such as Rosetta Stone and Duolingo, Plato Learning Edmentum, and CANVAS. CTE courses are offered in the community, but access varies.|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. We continue to build CTE  pathways and dual enrollment opportunities for students. We are working to offer more CTE courses at our community sites such as MC3 and Construction. Additionally, Web/Graphic Design dual enrollment opportunities are available at our TAY sites in Southern California in partnership with Mission College.||2021-06-17||2021                
38684780123265|Gateway Middle|7|Please see below.|Please see below.|Please see below.|Please see below.|Gateway Middle School 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|2021-05-26||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
38684783830437|Gateway High|7|Please see below.|Please see below.|Please see below.|Please see below.|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 f|2021-05-26||2021                
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). Our team can run SIS reports 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 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, a Student Support Team (SST) is organized, 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 receive the supports they are entitled to, with the support of administrators. 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 ELs to ensure all ELs receive the supports they need to progress in English.|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, and Dance. 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 when onsite.|While not 100% of students benefit from the Dual Language Program because it is selected by parents at the time of enrollment into TECA, during distance learning we were able to offer a language enrichment class to any student learning from home. While the majority of students enrolled in our English Only strand in each grade (approximately 33% of each grade K-8) 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. TECA is constantly considering how to re-envision what our Language Enrichment offerings may expand to, so that we can eventually offer a Foreign Language to all students, not just those enrolled in our Dual Language Program. Barriers are budget and staffing. Expanding language programs would require more staff who are fluently bilingual and credentialed to teach their given subject. Overall, TECA has done a great job in ensuring that ALL students have access to a broad course of study, including enrichment activities. 100% students have access to enrichment activities that support creativity.||2021-06-16||2021                
38684786112601|Creative Arts Charter|7|CACS’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 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 feedback. 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. Students are assessed in their artistic development, using portfolio-based assessments aligned with the National Core Arts Standards and the Studio Thinking Framework.|Our students have access to rigorous curriculum in English Language Arts and Math. Students experience arts-integrated, project based learning in Science and Social Studies. Examples: kindergarten students learning about the Redwood forests conducting dramatic play about bears hibernating while building a large redwood tree in the classroom or 6th graders learning about Biology will design, prototype, and build a functioning prosthetic leg. Projects are shared with the community twice a year, when students become the teachers, taking ownership and educating visitors to their classroom about the content that they have studied. During this school year, our school maintained this practice using zoom. Students also receive a robust studio-arts education. K-5 receive 3- 50 minute sessions of dance, visual arts, and music each week. Middle School students choose an elective; either music, arts, dance, or theater. They attend their elective for 150 minutes each week. During this school year, our school maintained these signature practices using zoom. 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.|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, to maintain our current level of staffing so that one RSP serves grades K-3, one serves grades 4-6, and another serves grades 6-8. We have also made collaborating with our SpEd team on the development of our bell schedule a priority as we plan for the 2021-22 school year to ensure that we maximize support for our students with IEPs.|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 strategies 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.|2021-06-22||2021                
38771310137307|KIPP Bayview Elementary (SBE)|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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
39103970000000|San Joaquin County Office of Education|7|The San Joaquin County Office of Education (SJCOE) school programs track 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 study. 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. The course catalog is updated annually to ensure students have access to a broad course of study.   For the 19-20 and 20-21 school years, 100% of SJCOE schools’ students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i). During the 20-21 school year, the program revised graduation requirements to include 10 credits of college career readiness. An increased access to Career Technical Education courses was identified as an area of need and included as an action in the LCAP.|All students (100%) enrolled in SJCOE court and community 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, geographic location, 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. 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, including discipline and truancy. All teachers use the newly adopted core curriculum in ELA, ELD, math, and history social science through the use of Google Classroom. The adoption and pilot of NGSS curriculum began in the 20-21 school year and is planned to be implemented during the 21-22 school year. In addition, students have access to the supplemental curriculum through Edmentum Plato courseware. During the 20-21 school year, the program revised graduation requirements to include 10 credits of college career readiness through the Edmentum Plato courseware.|Based on the small class size (45-120 students per school) and satellite classroom sites intentionally located throughout San Joaquin County to be easily accessed by students and families, providing program wide access to career technical education has been problematic. The 2021-22 LCAP intentionally reflects the need to address this challenge, and increase access to CTE pathways for all our students.|Over the last few years, the program has had new curriculum adoptions for ELA, ELD, math, and history/social studies to increase access to a broad course of study. Program-wide math curriculum was adopted in 2016-17, ELA and ELD curriculum in 2017-18, History Social Science curriculum in the 2018-19, and NGSS curriculum is currently being piloted with an anticipated adoption in the 2021-22 school year. Additional CTE courses were added in the 2020-21 school year with a focus on computer science and coding.||2021-06-25||2021                
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.||2021-06-22||2021                
39103973930476|Venture Academy|7|1.) Venture Academy Family of Schools provides all students access to and enrollment in a broad course of study. Venture Academy has implemented several tools to track this access and enrollment. The Master Schedule for the K-8th grade students ensures equity to students to be enrolled in the broad courses of study at the 6th - 8th grade levels. At the 9th -12th grade level, the use of a Master Schedule provides equitable access to students when enrolling in courses. All Venture Academy high school programs develop 4 -Year plans for all students ensuring access to broad courses of study. Venture Academy's A-G Course list ensures rigor and optimal course selection for students. Venture Academy also provides the VAFS High School Course Catalog to all families/students. The Venture Academy Math Diagnostic Placement Protocol also ensures student placement within the proper Math courses for students entering the 9th grade level and assists staff in arranging the proper mathematical supports for students, and provides students with access to a mathematical pathway to meet graduation and college entrance requirements.|2.) Students in the K-8th grade levels are instructed with standards-aligned curriculum in multiple school subjects. All students in the K-8th grade levels with exceptional needs are enrolled and served on IEPs providing services and support for students to find success in general education classrooms.The K-8 Master Schedule allows students to be provided and enrolled in enrichment courses including; Physical Education, Art, and Science. VAFS high school students are given multiple choices of electives and CTE pathways open to all students. A-G course pathways are available in all Venture Academy High School Programs. An updated A-G course list managed by the school administration and school counseling team continues to ensure a broad selection of courses taught and offered. This selection of courses are available for viewing and review in the Venture Academy Course Catalog, as well as on the public A-G Course List website.The use of VAFS high school 4 Year School plans allows for students to lay out course work necessary for high school graduation requirements and academy student graduation goals including; Performing Arts Portfolio, UC/CSU Entry requirements, CTE Pathway completion. These school plans provide clear directions and guidance for scheduling students in their courses.|3.) Venture Academy Family of Schools Master Scheduling process ensures access to multiple electives and CTE courses. However the limited capacity of some of the CTE courses have proved a challenge in increasing enrollment in the programs. With limited spots, students are given priority based on their completion of previous levels of the CTE courses. This factor limits the number of completer status students, as students fail to complete all three levels of course pathways. While VAFS offers a broad course of study, the academic skill sets need by students to succeed in the classes may be lacking due to multiple circumstances; gaps in student learning and school attendance, low academic skills, language barriers, learning disabilities, etc.|4.) The limited number of student enrollment spaces in CTE courses limits the number of students who are able to take other CTE courses as they progress through high school. Venture Academy continues to restructure the Master Schedule in hopes of providing more students access to more entry level CTE courses. The school schedule continues to be adjusted with goal of providing more access to these courses based on their scheduled times in the period day. Venture Academy plans to expand facilities in use by CTE pathways. VAFS will look to expand the current Culinary Kitchen facilities by remodeling and expanding the current facilities. The new Culinary Kitchen would allow the program double the enrollment cap available in the class. In order to address low performing skills, VAFS will look to implement interventions in the program K - 12th grade, including After School Tutorial support, development of support courses designed for struggling students and the development of an ELD High School Class for incoming 9th grade students. At K-8th grade level, interventions such as Read 180 and Math 180 Programs will continue to be implemented school wide. 3rd grade teachers will continue to implement the System 44 Program to improve literacy skills in the younger grade levels.||2021-06-22||2021                
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. Students with exceptional needs receive additional services and programs through an onsite SDC class (K-4),Resource Teacher, and/or Speech and Language, as outlined in the student's IEP.|Although a majority of the 2020-21 school year was on distance learning, 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, Ag Science program, Visual/Performing Arts program, Expanded Health/Physical Education program, 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.||2021-06-17||2021                
39684860127134|River Islands Technology Academy|7|Class Lists Student Schedules Attendance|River Islands Technology Academy is a single charter school that serves students in grades kindergarten through eight grade.  All students enrolled have access to, and participate in a broad course of study established based on CA standards for each grade level.|As an elementary school, all students have access to the same broad course of study established for their grade level based CA established standards.|There are no changes identified as needed.|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.|2021-06-15||2021                
39684860131789|NextGeneration STEAM Academy|7|Class Lists Student Schedules Attendance|The NextGeneration STEAM Academy is a single charter school that serves students in grades transitional kindergarten through eight grade.  All students enrolled have access to, and participate in a broad course of study established based on CA standards for each grade level.|As an elementary school, all students have access to the same broad course of study established for their grade level based CA established standards.|There are no changes identified as needed.|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.  There are no barriers to providing access to a broad course of study for all students enrolled.|2021-06-15||2021                
39685020000000|Escalon Unified|7|The mission of the Escalon Unified School District is to, “ensure that all students learn at high levels.”  Keeping this in mind, the district monitors the extent to which all students have access to and are enrolled in a broad course of study by analyzing qualitative and quantitative district data.  This analysis includes a review of the courses/classes that are offered, reviews of class schedules and overall school schedules district wide.  Furthermore, district course enrollment reports are created from within our Student Information System (Aries) and from the Calpads and subsequently analyzed for trends and patterns.  The data helps identify student enrollment in various courses/classes throughout the different grade spans and 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 our students have access to same course offerings.|During the 2020-2021 school year, 100% of EUSD students had full access to a broad course of studies consistent with CA Ed. Code 51210 (Grades 1st through 6th) and 51220 (a) (Grades 7th through 12th) respectively.  The district operates within a Response to Instruction and Intervention RTI2 and Multi-Tiered Systems of Support (MTSS) framework where access to core instruction and broad course of studies are made available to all our students to the extent possible.  All 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.  Course offerings include exposure to music with a credentialed music teacher.  Similarly, all EUSD secondary students have access to a broad course of studies both within and outside of the school day.  Even though the district only operates one middle school and one high school, a large selection of courses is available.  For example, the district’s high school offers access to multiple CTC pathways (including AG pathways and First Responder Pathways), Advanced Placement classes and college preparatory coursework consistent with broad course of studies.  Furthermore, the high school allows access to elective course work as pre periods and post periods.|Some of the barriers preventing EUSD from maximizing broad course of study offerings to all students include the geographical location and size of certain schools within the district.  For example, two of the district smaller elementary schools are some distance away from town.  Furthermore, the creation of designated English Language Development courses in a departmentalized setting at the middle school and high school levels, has impacted access to broad elective courses as one devoted class period is set aside for departmentalized ELD.  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 third barrier has been providing access to a broad course of study to students that may require more intensive intervention and additional supports.  The district however offers before school and after school access to electives at the secondary level and is exploring possibilities to expand these opportunities further.|EUSD will continue to analyze both quantitative and qualitative data district wide to ensure that all students have access to a broad course of study.  The district will also continue to seek further input from all stakeholders to help support the continued implementation and development of appropriate coursework specific to the needs of our students and our community.  A great example is the continued growth of the Dual Language Immersion Program (DLI), which was first implemented in the 2018-2019 school year at Collegeville Elementary School.  This program consistently offers a broad course of study and provides and alternative educational opportunity for all students that are interested.  A second example is access to a district operated independent study charter which also provides extensive access to a broad course of study.  A third example includes the continued growth of the First Responder Pathway at EHS.||2021-06-15||2021                
39685020126011|Escalon Charter Academy|7|The mission of the Escalon Charter is to, “ensure that all students learn at high levels.”  Keeping this in mind, Escalon Charter 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 (Aries) and from the Calpads and subsequently analyzed for trends and patterns.  The data helps identify student enrollment in various courses/classes throughout the different grade spans and allows Escalon 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 our students have access to same course offerings.|During the 2020-2021 school year, 100% of Escalon Chatrter 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.  Escalon Charter operates within a Response to Instruction and Intervention RTI2 and Multi-Tiered Systems of Support (MTSS) framework where access to core instruction and broad course of studies are made available to all our students to the extent possible.  All 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.  Course offerings include exposure to music with a credentialed music teacher.  Similarly, all Escalon Charter secondary students have access to a broad course of studies both within and outside of the school day.  Even though Escalon Charter only operates one middle school and one high school, a large selection of courses is available.  For example, Escalon Charter’s high school offers access to multiple Advanced Placement classes and college preparatory coursework consistent with broad course of studies.  Furthermore, the high school allows access to elective course work as pre periods and post periods.|Some of the barriers preventing Escalon Charter from maximizing broad course of study offerings to all students include the geographical location and size of certain schools within Escalon Charter.  For example, Escalon Charter's smallest elementary schools is some distance away from town.  Furthermore, the creation of designated English Language Development courses in a departmentalized setting at the middle school has impacted access to broad elective courses as one devoted class period is set aside for departmentalized ELD.  Even within these barriers however Escalon Charter has been able to provide access to broad course of studies to all students within every school site.  A third barrier has been providing access to a broad course of study to students that may require more intensive intervention and additional supports.  Escalon Charter however offers before school and after school access to electives at the secondary level and is exploring possibilities to expand these opportunities further.|Escalon Charter will continue to analyze both quantitative and qualitative data district wide to ensure that all students have access to a broad course of study.  Escalon 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 continued growth of the Dual Language Immersion Program (DLI), which was first implemented in the 2018-2019 school year at Collegeville Elementary School.  This program consistently offers a broad course of study and provides and alternative educational opportunity for all students that are interested.  A second example is access to a district operated independent study charter which also provides extensive access to a broad course of study.||2021-06-15||2021                
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.||2021-06-15||2021                
39685690000000|Lincoln Unified|7|Lincoln Unified School District (LUSD) tracks progress in meeting State Priority 7  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 2020-21 school year, 100% of LUSD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)-(i).|All LUSD students in TK-6 are enrolled in a broad course of studies.  All elementary 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 fo 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.||2021-06-23||2021                
39685690132415|John McCandless Charter|7|John McCandless STEM Charter uses Aeries to track enrollment in a broad course of study.|Based on Aeries data, students at JMC have access to a broad course of study. Students at JMC have access to all core content areas in addition to general music, band, genius hour, computer science, nutritional science, sports history and science, student leadership, digital media, yearbook, and maker space. All students in grades six through eight have access to all electives and select their desired courses.|The only limitations are that JMC is a smaller school and is unable to provide access to additional electives in other areas.|JMC will continue to provide access to all required courses and seek out ways to enrich learning through a broad course of study. Continued staff development and student input will drive the offerings afforded at JMC.||2021-06-23||2021                
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 by Aeries reporting.  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.|In order to bring more educational options traditionally not found in small schools to Linden students, the AP program was expanded to include AP Biology and the Due Enrollment program with SJ Delta College.||2021-08-18||2021                
39685850000000|Lodi Unified|7|We annually review each graduation class course enrollment pattern using the student information system (Aeries) to ensure that all students have access to a broad course of study. This access is based on these enrollment patterns for students overall, as well as Low Income, English Learners, and Special Education students. Due to the low enrollment totals and enrollment mobility, Foster/Homeless course enrollment is difficult determine due to course section description in which those students are grouped. Mobility is high resulting in very limited transcript and course pattern information. More investigation is needed to determine more appropriate tracking for this student group.|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. 97% of the students were enrolled in English for all four years. 97% of the students were enrolled in a math class during their freshman and sophomore year.|The parent survey has identified that some parents are not fully apprised of the broad course of study and its important to their children, impacting support for enrollment. 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.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.|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. This will diminish over the next several years as the process is fully implemented. 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.||2021-06-15||2021                
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.||2021-06-17||2021                
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 2020-2021 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 study 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 lessons, or participate in acting classes. 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. Examples of pathways include: Veterinary Medical Applications, Floral Design, and Small Engine Technology. College Dual Enrollment classes are also offered as an option for students over the age of 16 (per community college guidelines). All core subject matter offered (math, ELA, Science and Social Studies) has 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 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.||2021-06-14||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
39685930000000|Manteca Unified|7|MUSD measures its success at whether or not all students have  access to, and are enrolled, a broad course of study by implementing Board Policies #5127 and 6011 along with California Education Code #51210 and preparing all students for high school graduation.  In order to meet high school graduation requirements, a student must successfully complete 40 units of English, 30 units of mathematics, 20 units of science, 40 units in physical education, 5 units of health education, and 10 units of visual/performing arts or foreign language. Through the district student information system, several courses are flagged, and enrollment can be disaggregated by student group and grade to identify possible barriers to access and/or enrollment.|English Learner (EL) and Reclassified Fluent English Proficient (RFEP)  students enrolled in high school (41.4% in 20-21)  AP classes: 50%  Music classes: 40%  Upper level world language classes: 62%  MUSD's graduation rate for all students is 93.8. Socio-economically disadvantaged students enrolled in high school (58.4% in 20-21) AP classes: 43% Music classes: 57% Upper level world language classes: 66%|There are no identified structural barriers.  MUSD needs to focus more completely on ensuring that all students are encouraged to participate in all available areas of school life, from AP classes to Fine Arts classes or upper level language classes.|MUSD continues to train high school counselors and manage the master schedules so that all students have access to a broad course of study.||2021-06-08||2021                
39686190000000|New Hope Elementary|7|CALPADS and the Master Schedule are evaluated to ensure all all students in the New Hope Elementary School District have access to a Broad Course of Study.|All students in K-6 have access to and are enrolled in a broad course of study as indicated in Education Code 51210.  Students in 7-8 have access to and are enrolled in a Broad Course of study as indicated in education Code 51220 with the exception of World Languages.|NHESD is a small, rural single school district, with only 1 teacher per grade level.  Because of the limited certificated staffing available, providing students with access to a foreign language is not reasonable.|NHESD will continue to evaluate ways to provide students with access to foreign language opportunities when the opportunity arises.||2021-06-14||2021                
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 2021-2022 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)|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.||2021-09-14||2021                
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 2021-2022 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.||2021-09-14||2021                
39686270126755|Humphreys College Academy of Business, Law and Education|7|ABLE Charter's Director of Curriculum and Instruction does an annual assessment of our adopted curriculum.  She assesses the curriculum itself and ABLE's implementation of the curriculum.  ABLE regularly pilots new curricula and instructional resources and implements the ones that best serve our needs.  In addition to assessing curriculum, the Director of C&I collaborates with IT, Principals, teachers, and the Director of Special Education to ensure that every student has access to the tools and curriculum they need to be successful.|ABLE Charter Schools uses a combination of digital and physical curriculum.  We are 1:1 with technology at every grade level.  In classes that use paper curriculum, every student has their own copies of workbooks and consumables.  Every student has access and licensing to the digital tools and resources used at their grade level.|At this time, every student at ABLE Charter has full access to a broad course of study.|ABLE will continue to recruit and retain high quality teachers to ensure that every student continues to have full access to a broad course of study.||2021-06-16||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-07||2021                
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 2021-2022 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.||2021-09-14||2021                
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 this 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.||2021-06-14||2021                
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 2021-2022 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.||2021-09-14||2021                
39686270133116|Insight @ San Joaquin|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 or access to a functional skills program.|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 on a trimester schedule.  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.  The school is providing the ability for students to earn a Food Handler’s Certificate as well as in the process of building a work-based learning course for the upcoming school year.||2021-06-07||2021                
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 2021-2022 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.||2021-09-14||2021                
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 2021-2022 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.||2021-09-14||2021                
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 2021-2022 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||2021-09-14||2021                
39686350000000|Oak View Union Elementary|7|According to CALPADS and the School Accountability Report Card, 100% of students have access to a broad course of study.|According to CALPADS and the School Accountability Report Card, 100% of students have access to a broad course of study. The District has one school so their is no differences across school sites.|There are no barriers preventing the LEA from providing access to a broad course of study for all students.|100% of students have access to a broad course of study.||2021-01-21||2021                
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 all have the same programs and curricula.  Ripon HS is a comprehensive high school and Harvest, an alternative high school.  Harvest students can access subjects not available at their site, at RHS.  All English learners, socio-disadvantaged students, and students with exceptional needs are offered access to a broad course of study, as verified by CALPADS.|For a small high school of 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.  Recent additions include Software and Systems Development 174 (Intro to Computer Programming, App/Game Design, Adv Computer Programming, AP Computer Science)||2021-06-28||2021                
39686500125849|California Connections Academy @ Ripon|7|Course offerings are evaluated each year to ensure staff credentials are best utilized and student interest and need are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class period or to specific room locations making all courses virtually available to all students at any given moment in the school year.  Being fully aware of the realities of graduation rate, the high school staff has also begun the implementation of an internal credit recovery program called Project Success. During the 2019-2020 school year, historically at-risk high school students passed an average of 75% of their classes in the Project Success program. During the 2020-2021 school year, the average pass rate has increased to 86.3%. These early successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization ran its own in house summer school program for the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. We had a 77% pass rate and an 85% summer graduation rate for those in their last year of high school.|This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.|While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.|For the 2021-2022 school year, the high school electives department and counseling developed a new course request tool. The purpose of this tool was to ensure that all students were able to see all elective course offerings during their spring registration period. Great care was taken to ensure all courses appeared on the tool prior to the spring registration period.|California Connections Academy (CalCA) schools are online charter schools. The broad course of study offered is outlined in the school charter. Through the online instructional delivery model, students have a very wide range of options for coursework. They are able to access a course of study that addresses their individual needs in a personalized manner, ranging from remedial to advanced options. All high school students have access to a very wide range of UC a-g approved coursework, including many Advanced Placement courses. Because of  the nature of online instruction and the use of the school’s Educational Management Platform, demographic, geographic and socioeconomic factors do not create the same barriers for accessing the school’s broad course of study as they might in some traditional public schools.|2021-06-22||2021                
39686760000000|Stockton Unified|7|To track the extent to which all students have access to a broad course of study, the district uses the SIS system to monitor TK-12 students' course schedules. For grades 9-12 the district also provides students with a HS course catalog for scheduling. To track the extent to which all students are enrolled in a broad course of study, information was pulled from our SIS and data systems for students enrolled in 2021, specifically, course enrollment was used for TK-8, transcript records for grades 9-12, and student eligibility (UPC and students with disabilities).|Utilizing the district SIS and data system, students in grades TK-5 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 6-8 were configured as either self-contained or content-centered. Students in secondary grades accessed courses through content-centered classrooms (CDE) described in the high school course catalog. Nearly all students in grade TK-8 were enrolled in self-contained or content-centered classrooms in a broad course of study. The LEA recognizes that the percentage of UPC and SWD is slightly lower than all students, and is working toward increasing this percentage.  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 for all students in grade 9-12 English, Math, History/SS, PE, Science, World Language, VAPA and CTE ranged from 66% - 97%. The LEA recognizes that the percentage of UPC and SWD enrolled in the same 9-12 classes, is slightly lower than all students, and is working toward increasing this percentage.|All students TK-12 have access to a broad course of study, as all courses are taught at each site. Full access to a broad course of study for TK-12 UPC and SWD, depends on students' individual academic needs/schedules. Additionally, 9-12 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).||2021-09-28||2021                
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.||2021-06-17||2021                
39686760111336|Pittman Charter|7|To track the extent to which all students are enrolled in a broad course of study, information was pulled from our SIS and data systems for students enrolled in 2021, specifically, course enrollment was used for TK-8, and student eligibility (UPC and students with disabilities) (Synergy, AVID reports, Illuminate reports, and District tools).|100%|While all students have access to the curriculum and technology necessary to succeed, not all students are achieving equally. To ensure high proficiency levels on grade level standards for all students, we need to continue to improve and refine our daily instruction.|We must provide more professional learning opportunities for all teachers, to ensure that they are able to design lessons that inspire students to engage in high-level questioning around the learning tasks with their teachers and peers, to inspire students to independently engage in dialogue and add valuable academic content around the learning tasks, and to design and structure lessons that are focused on essential standards which allow all students to solve real world problems.||2021-09-28||2021                
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.||2021-06-17||2021                
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.||2021-06-17||2021                
39686760119743|Stockton Early College Academy|7|To track the extent to which all students are enrolled in a broad course of study, information was pulled from our SIS and data systems for students enrolled in 2021, specifically, transcript records for grades 9-12, and student eligibility (UPC and students with disabilities). Stockton Early College Academy is a charter school where all students have access to a broad course 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 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.|All students are provided access.|Stockton Early College Academy continues to provide access to all students.||2021-09-28||2021                
39686760120725|Stockton Collegiate International Elementary|7|Stockton Collegiate International Elementary School is an authorized IB World School offering the globally recognized Primary Years Program to all students. Stockton Collegiate's charter and mission is to offer the International Baccalaureate (IB) Primary Years Program (PYP) to all students who enroll. Applications are open to all students. Enrollment is limited only by space and is offered based on a public, random lottery.|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 PYP. 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 (English Learners, foster youth, socio-economically disadvantaged) student groups, and students with exceptional needs are IB students participating in the PYP. 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 (English Learners, foster youth, socio-economically disadvantaged) student groups, and students with exceptional needs are IB students participating in the PYP. Students are supported with individualized attention, differentiated instruction, and a range of Special Education services when necessary.||2021-10-20||2021                
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. Enrollment is limited only by space and is offered based on a public, random lottery.|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 (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 (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.||2021-10-20||2021                
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.||2021-06-17||2021                
39686760123802|Health Careers Academy|7|To track the extent to which all students are enrolled in a broad course of study, information was pulled from our SIS and data systems for students enrolled in 2021, specifically, transcript records for grades 9-12, and student eligibility (UPC and students with disabilities).|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%.|There are no barriers-HCA students are provided access to all courses of study.|HCA will continue to provide opportunities for all students to have access to courses of study.||2021-09-28||2021                
39686760124248|Pacific Law Academy|7|To track the extent to which all students are enrolled in a broad course of study, information was pulled from our SIS and data systems for students enrolled in 2021, specifically, transcript records for grades 9-12, and student eligibility (UPC and students with disabilities). Every student at Pacific Law Academy has access to an A-G rigorous four year program that will prepare them for college. We have a support system set up with our PAWS advisory class which supports students with the necessary strategies and time-management skills to develop and support student success. Pacific Law Academy has included a CARE team collaboration to create interventions that can possibly lead to effective progress monitoring.  The effective on time monitoring leads to a more prescriptive SST process and support.|Pacific Law provides access to the same program for all of its students.  We are a small school so students may get Elective A-G courses at different years in their schedule.  The CTE pathway is currently the Mock Trial elective.  We have been working with the District CTE coordinator to make a Cybersecurity pathway to give our students a choice.  All of our students have access to the rigorous A-G College prep courses.|The Barriers for Pacific Law is the amount of courses we can offer.  Due to staff size we do not have the variety of electives that are available at a comprehensive High School.  We also would run into credentialing issues and the number of different Preps teachers would be teaching in a day.|The course study plan through Pacific Law’s Charter requires all students to take A-G courses for the four year program.||2021-09-28||2021                
39686760139907|Voices College Bound Language Academy at Stockton|7|Daily attendance Daily schedules for grades TK-2 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 Stockton 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 nonfiction and fiction passages.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. This focus decides what professional development we give to our teachers. We are also focusing on English Learner supports by planning to train our staff on SIOP (sheltered instruction observation protocol) supports.||2021-06-10||2021                
39686766042725|Nightingale Charter|7|To track the extent to which all students are enrolled in a broad course of study, information was pulled from our SIS and data systems for students enrolled in 2021, specifically, course enrollment was used for TK-8 and student eligibility (UPC and students with disabilities).|Utilizing the district SIS and data system, students in grades TK-5 configured schools accessed a broad course of study through self-contained classrooms, where multiple content areas are delivered in one classroom. Grades 6-8 were configured as either self-contained or content-centered. Nearly all students were enrolled in self-contained or content-centered classrooms in a broad course of study. The LEA recognizes that the percentage of UPC and SWD is slightly lower than all students, and is working toward increasing this percentage.|All students have access to a broad course of study, as all courses are taught at each site.|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.||2021-09-28||2021                
39754990000000|Tracy Joint Unified|7|Tracy Unified will use school sites' master schedules to ensure students are enrolled in, and are receiving a broad course of study.  TUSD uses Aeries conflict matrix to ensure students have access to needed classes. TUSD will use A-G completion rate data from DataQuest as a measure of which students have access to and are enrolled in a broad course of study.|As verified by school sites' master schedules, all students have access to a broad course of study. TUSD has 32.7% of all students successfully completing A-G requirements. Below is a breakdown by student group of who successfully completed A-G requirements: Socio-Economically Disadvantaged - 22.8% Students Experiencing Homelessness - 10.6% English Learners - 7.1% Students with Disabilities - 3.2% Foster Youth - 0%|Due to COVID-19 school closures and distance learning in the 2020-21 school year, students experienced some challenges with consistent access and engagement to their broad course of study. The district provided devices and Wi-Fi hot spots to all students, however, connectivity was still a challenge for some students. Distance Learning was not as effective as the in-person instruction program model.|For the 2021-22 school year, TUSD has developed Local Control Accountability Plan Actions and allocated funds to increase the number of at risk students meeting UC/CSU requirements and to increase the awareness of CTE Pathway Programs. TUSD has increased the number of counselors at middle and high schools to support students in class selection including A-G requirements.  TUSD has implemented and increased the number of inclusion course offerings for students in grades 6-12. TUSD is also providing parent engagement activities and programs regarding College and Career Readiness, including the College Bound Program.||2021-06-22||2021                
39754990139949|Tracy Independent Study Charter|7|TISCS uses the online platform Edgenuity to ensure students are enrolled in and are receiving a broad course of study. Because students work independently in Edgenuity, their learning and broad course of study can be tailored to their individual needs. Also, the typical scheduling conflicts seen at traditional K-12 schools that cause barriers to access to a BCOS is a non-issue.|As verified by TISCS Edgenuity schedules all students have access to a broad course of study.|With the advent of AB130, TISCS has seen the transition of many students to our Independent Study online school. TISCS provided devises and hot spots to all student however, at the beginning of the school year, connectivity has been a challenge for a few students.|For the 2021-22 school year, TISCS is working with TUSD to develop Local Control Accountability Plan Actions to allocate funds to increase the number of at risk students meeting UC/CSU requirements.  TISCS is also working to implement and increase the number of inclusion course offerings for students in grades 6-12. TISCS is also providing parent engagement activities regarding college and career readiness.||2021-06-22||2021                
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 assessment.|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.||2021-09-01||2021                
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 students 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 challenges 4. Drug and alcohol issues 5. Past and/or ongoing trauma, including the impact of COVID-19 6.Transportation issues and 7. Family engagement issues.|To help students take ownership and be full participants in their learning pathway, the LEA has implemented student and parent portal access in Aeries and other online tools and platforms, including Google classroom, 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.||2021-06-24||2021                
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.|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 has implemented a new master calendar/course options that incorporates additional blended learning opportunities to better address some required courses that only a small number (less than a class size) needs in order to make progress on their high school diploma. Additionally, we are exploring new ways to provide our students with CTE courses.||2021-06-03||2021                
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 2020-2021 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 and honors courses.  Within these courses, we see an average of 7.5% difference in the population of our major subgroups.  Because our subgroup enrollments are so similar across all areas of general course offerings, the additional counselors funded through the AUSD LCAP will continue to identify and support unduplicated students to enroll in our AP and honors offerings.||2021-06-08||2021                
40687260000000|Cayucos Elementary|7|As a small school District, we are able to provide all students with a broad course of study by tracking student schedules and building a middle school schedule that ensures access.|All students are enrolled in a broad course of study.|None.|None.||2021-10-13||2021                
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 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.||2021-06-08||2021                
40687910000000|Pleasant Valley Joint Union Elementary|7|All students have access to a broad course of study. This is measured by yearly inventories of school materials to ensure they are current with the California Common Core Standards. Students with individual needs receive the same broad course of study and are provided scaffolding supports to access those materials.|All required subject areas are included in the instruction and curriculum have Pleasant Valley School. Recently, the district had to augment its health curriculum to meet the new framework guidelines. Pleasant Valley Elementary is a single school in a single school district. All students enrolled have access to the same quality material.|All students have access to a broad course of study. However, due to the very small size of the school district, finding funds to update the curriculum is very difficult. Fortunately, the district has access and has dispersed technology to all classrooms and all students as the school is a one-to-one Chromebook initiative school in grades kindergarten through sixth grade.|Looking to upgrade its science curriculum to reflect the Next Generation Science Standards. The standards are being met but new and better materials have since been created. The same is true for the new framework for History-Social Studies.||2021-09-14||2021                
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; Aeries SIS, 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 Aeries 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.||2021-06-15||2021                
40688096043194|Bellevue-Santa Fe Charter|7|BSFCS utilizes CalPADS, Aeries, 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 Aeries 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.||2021-06-01||2021                
40688250000000|San Miguel Joint Union|7|Access to a broad course of study is one of our LCAP goals. We surveyed all stakeholders in the spring of 2021 to gain input. Based on the results of the survey we make programmatic decsions. 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 2020/21 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, the middle school grades have 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 6th-8th graders that focuses on Agricultural Sciences or Fine Arts and Public Speaking. Students are also offered a variety of courses after school in the arts.||2021-10-14||2021                
40688410000000|Templeton Unified|7|Templeton USD uses a variety of measures to assure student access to a broad course of study.  At the elementary level all students have access to academic standards within their classroom and are provided intervention support to assist students to accelerate their learning to meet standards not yet met.  In addition, weekly schedules provide students with access to health education, physical education, and visual and performing arts courses of study. Templeton Middle School provides courses in required academic core subjects, along with access to two electives.  Students who may need additional support with their academic needs continue to be enrolled in an elective of their choice.  Special needs students and English Learners are not removed from general education courses, allowing their participation along with their peers in all academic courses, along with their specialized support class.  Counselors schedule students into the course of studies with consideration of student abilities and interest.  Templeton High School tracks student enrollment into a broad course of study through counselor assistance and course offerings. Due to the small school student population it is difficult to offer all levels of advance and remedial courses every year, thus often requiring an alternative year course offering of low enrollment courses.   College/Career measures include student enrollment and completion as measured by counselors and local district data.|A summary of Templeton USD data related to graduation rates, graduates meeting UC/CSU requirements, and completion of college career readiness displays a strong academic focus and board course of study.  The graduation credit requirement is 270 credits, requiring 1 year of math, 1 year college prep elective, 1 year of English and 1 year of language other than English, beyond the state requirements for graduation. Thus, all students are required to enroll in a broad course of study due to the graduation requirements. A study of the College/Career Indicators data, when disaggregated, shows that Hispanic students are less prepared than white students, with 59.5 % compared to 65% white students.  When looking at not prepared, this trend continues with 24.3% of Hispanic students not prepared and 18.6 % of white students not prepared. The most troubling data is reflected in the performance of socio-economic disadvantaged students and students with disabilities. Only 38.5 % of socio-economic students and 38.1% of students with disabilities have reached prepared status. The revise of this figure is that 36.6 % of socio-economic disadvantaged and 38.1 % of students with disabilities are not prepared. In addition, chronic absenteeism appears to be a serious detriment to accessing a broad course of study. Socio-economic disadvantaged students have a chronic absentee rate of 13.4 % and this is an increase of 3.7% from the previous year.|Barriers that occur within the Templeton USD are often cultural.  Teachers continue to expect all students to match a white, middle class society.  However, Templeton, like many other school districts, is experiencing a subtle shift in population with families arriving into the community with various needs that have not been previously recognized. Typically, staff treat all students the same, without understanding the difference between equity and equality and realizing that some students have greater needs and thus need greater support.    A school district with one school at each level and a solid knowledge of what has always been, does not lend itself to change.  Resting on the past does not move the district to the future.  California academic standards and assessments with accompanying accountability demand increased skills, engagement and impact. The District is ready to take on this challenge.|The greatest measure taken on by Templeton USD to ensure that all students have access and a greater chance of success has been a restructuring of administration.  Three of the four school site principals are recent hires. These administrators bring a new and enlightened perspective to the management of the school site and a great understanding of diverse needs of the families and youth in the schools. In addition, the District administration has been reorganized to include an emphasis on educational and student services. Previously the Superintendent was the sole person overseeing the complete myriad of responsibilities with the exception of fiscal services and site administrators operated on an individual basis. This new organization adds an Assistant Superintendent to unify the district approach to educational and student services.    The importance of informing teachers of who their students are, especially in the secondary schools, will drive a greater emphasis on supporting students who are socio-economically disadvantaged or have special needs.  Site administrators now recognize the importance of sharing information with teachers about specific students and expecting teachers and staff to respond to the varying needs.  Professional development in diversity will enhance teacher sensitivity.|The District's Board of Trustees has selected social emotional learning as a focus and this will drive a greater appreciation of the needs of students and thus increase the success of students in their attainment of a broad course of study.|2021-06-29||2021                
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, and 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 on a rotating basis to reduce course conflicts and allow for student participation.||2021-10-14||2021                
41104130000000|San Mateo County Office of Education|7|SMCOE's LEA serves four school programs - each unique. Two are court schools and two are community schools. Our population has been declining for several years and continues to do wo. In all programs all students have access to all coursework needed for graduation. We utilize courses via standard course work, courses via Edgenuity and courses through a program called "Project change" that allows students to earn college credit for courses.|All students are enrolled in a Broad Course of Study. All students are working toward graduation, return to their home-district-of residence or transitioning to college or work. Students have access to everything they need to meet these goals.|Each year we rework our process when we intake students. We use multiple measures to review where students are in their progress - in math, English and English Development. Once that is established, our teachers work to fill gaps as students work to make progress toward their goals. Pairing this accelerated learning allows the students to meet goals.|As determined by reports, grades, credits, etc. staff decided that more early and frequent assessments were critical and thus, we are in the process this year of learning how best to do this. This is allows for the right instruction for each student.||2021-10-06||2021                
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/their 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 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.|Objective Met|2021-10-12||2021                
41688660000000|Belmont-Redwood Shores Elementary|7|We regularly monitor student access to our broad course of study.  For students in grades K-5, it is straightforward as all students are assigned a singular teacher charged with providing instruction in core curricular areas.  All students have the same access to Art, PE, music and science, as determined by grade level.  In grades 6-8, the choices are broader and dependent upon the school of attendance.  All middle schoolers have access to music, but only two schools offer world languages.  All middle schoolers have access to Algebra, but only Ralston offers an advanced math in grades 6 and 7, as well as Geometry in grade 8.  Much of this access is determined by staff credentialing requirements and student enrollment numbers.|In the 2020-2021 school year, we found that of our 1,111 students at Ralston, 322 were enrolled in an advanced math course.   4% of these students had a 504 plan; 5.3% of the total population had a 504 plan. 2.5% of these students had an IEP; 8.9% of the total population had an IEP. .6% of these students were EL; 4.4% of the total population were EL. 1.2% of these students participated in FRLP; 6.3% of the total population participated in FRLP. 0% of these students were Tinsley transfer students; .6% of the total population were Tinsley transfer students.  As a result of the low participation in advanced courses, particularly starting in 6th grade, we have adjusted our enrollment process for 2021-2022.  We are allowing families to opt into advanced math courses at grade 6, and look forward to more representative numbers in all subsequent years.|At Ralston, the barrier is the selection process.  By removing the "gate keeper" function at the transition point from 5th to 6th, we hope that we will see more balanced numbers in future advanced math courses.  At Nesbit and Sandpiper, the barrier is the number of students and staff credentials.  Our teachers at the K-8 schools have multiple-subject credentials because this allows our two teachers per grade level to core content and deliver instruction in multiple content areas (i.e. math and social studies, ELA and science), as compared to our teachers at Ralston who hold single subject credentials that allow them to teach only one content area.  With only two classes of students at any grade level, the course offerings are limited each year by the individual students, their skill level, and their preference.  For example, if 2/3 of a grade level are ready for advanced math and 1/3 are not, we cannot offer 1 section of advanced and 1 section of common core without either 1) overloading a course above contractual student contacts or 2) forcing students into/out of a preferred course.  Instead, our teachers have the difficult task of providing extension activities and challenge materials to those who are ready for a faster paced math course.  Additionally, offering Geometry in grade 8 would mean providing three math choices with only 2 teachers, along with an additional credential requirement that is not commonly held by a teacher with a multiple subject credential.|As noted above, we have allowed our incoming 6th graders at Ralston to choose their math course.  We are devoting professional development hours to our teachers at Nesbit and Sandpiper so they can learn different ways to deliver math that allows for acceleration and differentiation within one classroom.||2021-09-30||2021                
41688740000000|Brisbane Elementary|7|The following records were reviewed and used to measure the extent to which students have equal access to the broad course of study:  (a) master list of teaching staff with subjects taught and credentials held; (b) list of instructional materials in Board Resolution to determine sufficiency of instructional materials correlated to the state standards; (c) sign-in sheets or other attendance used for professional development experiences; (d) class lists with student groups (unduplicated, exceptional needs, at-risk, etc..) identified. The District also considers the overall percentage of time that students with exceptional needs spend in the mainstream classroom (least restrictive environment).|The two elementary school principals and teaching staff collaborate extensively throughout the year to provide the same/similar grade-level experiences to students.  There is only one middle school with two teachers per grade level teaching in a core setting. Each grade-level pair teaches all students in that grade level.|The two elementary schools are geographically separated by a mountain. Most differences in classroom composition can be attributed to the differing demographics between the two schools. Since parents choose which school their child attends, this is not something that the District currently has much control over. However, the District feels strongly that these differences are overcome by teacher experience, PD, and grade-level collaboration.|The District will continue to: -- monitor staff access to and participation in professional development; -- offer opportunities for grade-level and subject-matter collaboration; -- employ and train high quality paraprofessionals to provide additional support for high-need students; -- place students with exceptional needs in the least restrictive environment as much their individual IEPs allow; -- ensure that lack of English-language skills does not prevent a student from participating in District programs and activities; -- ensure that lack of funding is not a barrier for student participation in District programs and activities.||2021-06-16||2021                
41688900000000|Cabrillo Unified|7|At Cabrillo Unified School District, we use the following measures/tools to track the extent 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, 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. However, please know that we will continue to strive towards growth in this area.   In comparison to our baseline (2015-2016) 57.4% as compared to 36.8% (2019-2020), this is a decrease of 20.6%. Graduation Requirements at Cabrillo Unified School District were 89.8% (2015-2016) as compared to 89.3% (2019-2020). Although it is a slight decrease of .5%, we remained with a similar percentage. We attribute this decline in both UC/CU and graduation rates mainly to COVID-19 and our shift in instruction from in-person to remote learning.|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. 5) COVID-19 and sudden shift to various instructional models (In-person, Hybrid, and Remote Learning).|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 continued implementation 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 & Tier II 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.||2021-06-24||2021                
41689080000000|Hillsborough City Elementary|7|The HCSD used the end of year report card grades for students in grades 6-8 and the number of courses offered to elementary students in 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. Utilizing data from all locally administered assessments, as done in the past, was disrupted by the COVID-19 pandemic. Due to the different learning situations of students (in-person shorter days and students in Virtual Classroom), the administration of assessments needed to be adapted which led to challenges in reliably comparing results to prior years.|Considering the impacts of the COVID-19 pandemic, and 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, which is noted our LCAP goals and metrics. 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, although electives at the middle school were severely limited during the 2020-2021 school year due to the pandemic. Specialists were heavily modified at the elementary school and students were not able to participate in the same ways. All students had access to these electives and specialists but adjustments for access were needed depending on learning scenario. When reviewing students who received a C or higher in end of year middle school grades, a gap was noticed between our overall level of 98% and our EL level of 89%, although these are still somewhat close. 97% of students with disabilities and 92% of socioeconomically disadvantaged students received C or higher.|Identified barriers include limitations of the COVID-19 pandemic and the limitations in providing all courses to all students. Some students with greater needs were not able to engage in the same range of courses. For example, those learning from home had different experiences accessing electives and specialists due to their limited interaction with peers. There were still ways for them to interact and participate, but the experience was not the same. Courses were offered to all students unless extenuating circumstances prevented them from taking a given course. Having limited electives at the middle school also means that some students are unable to take courses of due to enrollment caps. Due to the small size of the middle school, there are some constraints on the number and variety of courses that can be offered. HCSD will continue investigating and researching ways to best support English Learners given the discrepancy in their scores and our increasing number of EL students.|The HCSD will continue to monitor student course access using grades reported at the end of each trimester and enrollment numbers. 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 June 22, 2021 regularly scheduled meeting of the Hillsborough City School District Board of Trustees. https://hillsborough.agendaonline.net/public/Meeting.aspx?AgencyID=28&MeetingID=83790&AgencyTypeID=1&IsArchived=False|2021-06-22||2021                
41689160000000|Jefferson Elementary|7|Every student has access to the core curriculum, enrichment opportunities and intervention supports.  Our LCAP outlines budgeted programs and additional supports for unduplicated students and students with exceptional needs.|All students are provided equal opportunities for access to grade level courses.|Limited resources impact the development of a master schedule; staffing, bell schedules, etc which ultimately impact availability of enrichment opportunities and/or intervention supports.|Engaging departments in evaluation and ongoing conversations to establish clear criteria for entering and exiting different support classes ie study skills, identification of a progress monitoring tool to assist in the supports needs in a timely manner.||2021-10-06||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-10||2021                
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.|Math 2 Bridge is no longer offered this school year. Resources were set aside to support the students that were placed in Math Course 2 instead of the bridge class.  New bell schedules to accommodate flex time to provide interventions and advisory were also put in place.||2021-10-05||2021                
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. Overall 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 overall 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.||2021-06-17||2021                
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. Those Barriers include access to technology and internet connection specifically at home or away from school.|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.|Pacifica School District is now capable of providing access for every student to have their own assigned Chromebook. This along with internet connection through Hot Spots for those who need them will allow all students access to to online learning tools both at school and 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 aloud 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.||2021-06-09||2021                
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 2019-2020, 60% 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 has added three new courses to the course of study for 2021-2022. Additionally, LHPUSD is utilizing online UC Scout courses to broaden the course of study for all students.||2021-11-15||2021                
41689570000000|Las Lomitas Elementary|7|-Daily class schedules (Power School and teacher created) -Attendance and engagement records (in-person and virtual) -Daily bell schedules|In reviewing school and grade level data for the 2020-21 school year all elementary students had access to a comprehensive course of study as outlined by Education Code with some exceptions due to the pandemic:   -Internet access was unstable for some students -Music was not offered due to teacher reassignment -Classroom teachers provided all Response to Intervention due to teacher reassignment In reviewing student schedules and associated data for the 2020-21 school year all middle school students had access to a broad course of study as outlined by Education Code with one exception: -Internet access was unstable for some virtual students  -All students were placed in an elective wheel instead of being able to choose electives  -Response to Intervention periods were not part of the schedule; instead, core teachers provided supports due to teacher reassignment.|There are minimal barriers preventing access to a broad course of study.  -unstable internet for some virtual students  -limited elective and intervention courses/support due to reassignment of teachers.|The District is planning to open in August 2021 with regular schedules with students in-person learning five days per week.  This will mitigate many of the issues encountered in 2020-21.   Physical education, art, and music classes are planned although The District plans to open in August 2021 with regular schedules with students in-person learning five days per week.  In-person instruction will mitigate many of the issues encountered in 2020-21.   Physical education, art, and music classes are planned, although COVID restrictions will dictate how instruction is delivered (outside, virtual, etc.)   The middle schools will return to the eight-period schedule, which allows all students math courses that start all students on a pathway to Algebra 1 or Geometry in 8th grade  and have at least one or two choice electives (Support classes, Art, Technology, Music, French, Latin, Mandarin, and Spanish)|This item was presented at the June 2, 2021, regularly scheduled meeting of the Las Lomitas Elementary School District Board of Trustees.  https://laslomitas.agendaonline.net/public/Meeting.aspx?AgencyID=48&MeetingID=26421&AgencyTypeID=1&IsArchived=True|2021-06-02||2021                
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, access to reliable technology, quiet learning environment for virtual students, sense of belonging, long transportation routes. Internal barriers include: teacher collaboration and PD opportunities, limitation of summative math benchmark, lack of common K-3 EL curriculum, high EL caseloads at some sites, middle school master scheduling, ability of staff to plan and differentiate learning, implicit bias, demotivating grading practices.|We continue to strengthen 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.  For 2021-2022 we are also planning additional targeted Tier 2 interventions to accelerate math learning.  We are continuing with this work with a focus on ELs with IEPs.  In addition, the middle school will be developing a master schedule around underrepresented students’ needs and ability to participate in a broad course of study.||2021-06-10||2021                
41689810000000|Portola Valley Elementary|7|During the 2020-21 school year the District continued to use the data collection sheet that was created in the 2018-2019 school year. 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 2021-2022 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 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. During the 2020-2021 school year, the district provided most of the broad course of study either virtually or in person. Most K-5 students returned to school by Mid-November while most 6-8 students returned by mid-January 2021. Due to the COVID 19 pandemic during 2020-2021, the Spanish program for K-5 was suspended. This is due to the fact that both Spanish teachers were needed to make smaller stable cohorts in third grade or middle school Spanish. Currently, grades K-5 100% of our students are enrolled in Spanish. The middle school Spanish program had a slight decrease in participation during the 2020-2021 school year and has made a remarkable recovery with in person instruction during 2021-2022. Currently 78.6% of grade 6 students are enrolled in Spanish; an increase of 14.7% from last year and 63.2% of 7th and 8th grade students are enrolled in Spanish; an increase of 10.9% from last year. This data also indicates that currently 7th and 8th grade students who have IEPs are not enrolled in Spanish. Currently, grades K-6 100% of students are enrolled in Visual and Performing Arts. In 7th and 8th grade, 86.7% of students enroll in Visual and Performing Arts.|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. The middle school electives are determined by students’ interests and change every year based on the student’s current interests.  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.  Due to the fact that we are a small district, a wide variety of broad elective courses can be difficult to provide to all students.  The middle school has three levels of mathematics, and some students may have a barrier to upper level course work due to language or exceptional needs.|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 of high interest to our students. We 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, offerings include Reading Recovery(K-1), Leveled Literacy Intervention(2-6) and study skills(7-8). We offer small group math intervention in grades 1-3, while credentialed middle school math teachers push into grades 4-5 classes to support with co-teaching or small groups 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. During the 2020-2021 school year, most vulnerable learners returned to campus about eight weeks before the rest of the middle school returned.  In 2021-2022, we added a zero flex period and an afterschool homework club for grades 4-8 students who need extra support.  New math benchmarks were added to ensure students are getting accessed accurately and appropriately placed in a broad course of study.|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 grade K-5, 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.|2021-10-14||2021                
41689990000000|Ravenswood City Elementary|7|Ravenswood is a TK-8 district, where over 90% of our students are unduplicated. All schools participate in the  “Title I Schoolwide Program”, and all students receive the same enrollment in courses and same access to content area instruction, as tracked by the master schedule. On a daily basis, all students have the opportunity to access grade-appropriate curriculum, with the relevant interventions and supports provided as needed. By using the master schedule alongside planning for intervention and additional supports, we can ensure that students participating in pull-out intervention are not missing significant amounts of core content area instruction, and also ensure that they continue to have sufficient opportunities to participate in enrichment activities and classes.|Overall, students are enrolled in a broad course of study across school sites, grade levels, and subgroups. We have found that school sites are equal in their ability to offer students a broad course of study including both core content area instruction, and enrichment/elective activities and classes. We do not see an underrepresentation of any student subgroups or unduplicated student groups in any particular elective or enrichment option - all students have access to all elective options. When we analyze data of student grades with a grade of "approaching or meeting standards" or letter grade "C" in a course as a proxy to indicate minimum student access to grade level content, we find that our students in TK-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. Each student who is identified as having a disability based on the IEP process has particular supports listed in their IEP based on the specific needs of the stent. These services are personalized and targeted support for these students to assess accessing a broad course of study.|Due to the systematic racism present within the education system and society that our students must rail against each day, there are a number of external barriers that can limit access to a broad course of study for all students. These barriers include Institutional Racism, Poverty, Housing Insecurity, Transportation Insecurity, Food Insecurity, Student or Family Trauma, and Parent Education Levels.  There are also a number of internal barriers that Ravenswood is attempting to address directly, particularly through the actions described in the 21-24 LCAP, which was developed with significant stakeholder feedback and engagement. These barriers include Staffing Retention or Turnover, Uneven Staff Training or Certification, Unconscious Bias and Racism, Student Attendance, English Proficiency Levels of Students, and Relationships between Students and Staff.|Ravenswood has carefully considered the integration and alignment of our 5-yr Strategic Plan (developed in 19-20) and 3-yr LCAP (developed in 20-21), alongside other school and district level plans. They all include many strategies, goals, and actions which will address some observations, barriers, and improvement areas mentioned above.  Examples:  • We emphasize ongoing PD and coaching for staff, complemented by upcoming curriculum pilots/adoption and training to ensure that students are provided with high quality instruction and curriculum materials. We  commit to providing training for staff on unconscious biases, culturally relevant practices, inclusive classrooms, and partnering with families, to support our intention to address many of the internal barriers identified.  • We will recruit and retain highly qualified staff through many actions including improved compensation and benefits, as well as developing or continuing partnerships with organizations to support us with providing qualified teachers for hard-to-staff positions.  • We have identified strategies to target the growth and improvement of English proficiency levels and increase the number of students who reclassify after scoring highly on the ELPAC, by increasing Newcomer/ELD support at each English immersion school. These site-based teachers will allow for greater flexibility in scheduling and reduce the time students spend out of class (previously required for transportation to and from this program).||2021-06-24||2021                
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.||2021-06-17||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
41690050000000|Redwood City Elementary|7|The following measures were used to determine the extent to which all RCSD students have access to and are enrolled in a broad course of study: Review of student schedules in Powerschool (LEA SIS) Attendance/Engagement forms|Met|Challenges to providing a Broad Course of Study in the 2020-21 school year: - Internet access was unstable for some students - Access to hands-on experiences was inconsistent - PE, music and other electives were done virtually|Additional PE teachers and elective teachers have been hired to ensure all students have access to a Broad Course of Study as students return to in-person instruction in the 2021-22 school year.||2021-06-30||2021                
41690050127282|Connect Community Charter|7|Connect teachers create a scope & sequence that incorporates all Common Core State Standards, NGSS standards, and CA Social Studies standards. In addition, core materials and curriculum resources are available at each grade level for each subject area. Special Education staff work with teachers to identify students with exceptional needs and develop a plan to meet their goal each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive targeted English instruction during their general education topics as well as specified instructional time. Connect keeps records to track the progress of all students towards meeting grade-level and individualized goals.|All students are enrolled in a self-contained classroom where they receive instruction in math, English language arts, English language development, social studies, and science. They attend art, music, and physical education classes taught by specialists. Students  are assessed on all standards in the four core subject areas on our standards-based progress reports. Progress reports include art and physical education assessments, and assess core SEL standards as well. We have just one school site so all of our students receive the same course of study.|Connect continues to update materials to include digital materials to ensure students who are distance learning have access to curriculum materials.|Connect has made additional purchases and upgraded digital curriculum resources. Additionally, Connect purchased the LLI (Leveled Literacy Intervention) curriculum to support targeted English instruction.|In addition to a broad academic course of study, Connect also is implement SixSecond's Self-Science curriculum. This is a social-emotional learning curriculum that gets taught during a daily advisory period.|2021-06-03||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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.|Although some progress has been made, overall there is still a gap in the achievement level for students from unduplicated student groups and students with exceptional as when compared to other student groups.  This will continue to be a focus of our work and is particularly important after returning to in person instruction. SCSD is offering additional intervention courses and summer programs to assist with learning recovery and acceleration.|SCSD is offering additional intervention courses and summer programs to assist with learning recovery and acceleration. The math placement criteria and related pathways were analyzed, updated, and communicated to incoming fifth grade parents last spring. 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 continue to analyze our Special Education teaching models  to better understand and clarify the use of each model moving forward.||2021-06-17||2021                
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 at specific schools, 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 (but not a core content) 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 observe this practice interfering with students accessing core instructional content, but some student access to electives was impacted. An example of this is the ELD courses and 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 an on-going challenge.|Our district continues to examine how supports and interventions are delivered and if there are other approaches taht might not limit student elective access. One key strategy is our efforts to deepen the understanding school leaders (administrators and teacher leaders) have of Multi-Tiered Systems of Support (MTSS), specifically the implementation and monitoring of these supports. We are focusing on how to ensure that targeted (Tier 2) and intensive (Tier 3) supports are time-limited and "temporary" supports that do not limit some students' access to a broad course of studies on an on-going basis.||2021-06-24||2021                
41690470000000|San Mateo Union High|7|The SMUHSD uses student enrollment in and ultimately successful completion of the UC/CSU "A-G requirements" as its measure of student enrollment in a "broad course of study." The A-G requirements are summarized here (students must receive a "C" or better in each of these classes to be eligible for UC/CSU Admission): - 4 years of College Preparatory English - 3 years of Mathematics (at least Algebra I, Geometry, Algebra II) - 3 years of History/Social Science (the SMUHSD actually requires 3.5 years of Social Science for Graduation) - 2 years (but 3 recommended) of Science (College Preparatory Biology, Chemistry and/or Physics) - 2 years (but 3 recommended) of World Language - 1 year (at least) of Visual-Performing Arts - 1 year of Career Technical Education coursework (SMUHSD requirement for graduation) - 1 year of electives (at least)  The District reports to the Board and stakeholders annually about the progress of 10th graders being "on track" for completing these UC/CSU requirements. Here are the findings of that report from the fall of 2020 about the progress of students in the class of 2022 (current juniors) and how the class of 2020 (most-recent graduates) fared regarding completion of the requirements: - "Sophomores on Track:      - Maintenance of high levels of overall % “on-track” (88%)      - Gaps in performance among groups persist      - Significant decline in % of SED & LTEL Students “on-track”|The District reports to the Board and stakeholders annually about the progress of 10th graders being "on track" for completing these UC/CSU requirements. Here are the findings of that report from the fall of 2020 about the progress of students in the class of 2022 (current juniors) and how the class of 2020 (most-recent graduates) fared regarding completion of the requirements: - "Sophomores on Track:      - Maintenance of high levels of overall % “on-track” (88%)      - Gaps in performance among groups persist      - Significant decline in % of SED & LTEL Students “on-track”      - Strategies to improve:           - Credit Recovery (Summer School and On-site)           - School counseling outreach/support|- Class of 2020 A-G Completion Rates (A-G Readiness Analysis):      - The District maintained overall student A-G Eligibility (69%)      - Continued increases for Latin-x; LTEL; SWD Eligibility      - Gaps in performance among groups persist      - Strategies to address/redress gaps in performance:           - Continued school counseling support           - Continued implementation of AVID program           - Continued implementation of Dual Enrollment in collaboration with the San Mateo Community College District|- Strategies to address/redress gaps in performance:           - Continued school counseling support           - Continued implementation of AVID program           - Continued implementation of Dual Enrollment in collaboration with the San Mateo Community College District||2021-06-10||2021                
41690620000000|Sequoia Union High|7|The District uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study across grades, unduplicated student groups and individuals with exceptional needs.  As indicated in the metrics for our 2021-22 Local Control and Accountability Plan, the District tracks the graduation and A-G course completion rates of all students, as well as by subgroup the graduation and A-G completion rates of students who are English learners, students with disabilities, students experiencing homelessness, students who are foster youth and students who are socio-economically disadvantaged.  The District uses the California School Dashboard to track our outcomes.  In addition, SUHSD has been fortunate to participate in research with the Stanford Sequoia Collaborative, California Education Partners, and the John W. Gardner Center for Youth and Their Communities. In our collaborative work with these organizations, we have been able to conduct research on course-taking patterns within the high schools and take a deeper look at how course-taking patterns impact student outcomes.  We are also working with Comprehensive Coordinated Early Intervening Services (CCEIS) to identify if we have students overidentified for services that may interfere with their completion of A-G.|Results of measures to track student access to and enrollment in a broad course of study indicate that there has been a persistent equity gap in student outcomes when comparing students in various sub-groups throughout the district. In particular, students who are English Learners, Socio-Economically Disadvantaged, Foster Youth, and/or Homeless are less likely to graduate and meet A-G requirements demonstrating readiness for post-secondary opportunities. For examples, the equity gap in graduation rates from the Class of 2020 between students who are EL and not EL, is 30% (non-EL at 93% and EL at 63%), and the gap in graduates meeting A-G is 54% (non-EL is at 74% while EL is at 22%). Similarly, the equity gap is 20% between SED and non-SED graduates in the Class of 2020 (96% for non-SED and 76% for SED), and the A-G completion rates of those graduates show a 39% gap (81% for non-SED, 42% for SED).  Preliminary research findings from the Stanford Sequoia Collaborative, suggest an underrepresentation of EL students enrolled in A-G courses from the outset.  Furthermore, our District was identified in a review by Comprehensive Coordinated Early Intervening Services (CCEIS) to have a disproportionate representation of students with disabilities by race or ethnicity by disability, namely African American students eligible under Other Health Impairment.|A primary barrier preventing students access to a broad course of study has been the District’s remedial courses.  Students placed in a math support class did not take 9th grade social studies, freshmen placed in algebra readiness did not take an A-G math course, and most of these students were also placed in a non A-G science class.  In short, a student could end their ninth grade year having met no A-G course requirements and already be behind in the classes needed to graduate from a District high school.  In addition, results of these remedial/support classes have not achieved their intended outcome.  Students taking said courses in freshman year were still far more likely to not graduate or meet A-G than their peers.|SUHSD has begun to adjust ninth grade course offerings in math over the last couple of years to eliminate courses that do not count towards the A-G requirements. Starting in 2021-22 school year, the math program will not offer any courses lower than Algebra 1 across the district. We anticipate that this policy change will help more students reach A-G, in particular students who are English Learners, Foster Youth, Homeless, students with disabilities and Socio-Economically Disadvantaged, which have been over-represented in the prior non-AG math. Because students no longer take a support class for math, all freshmen are now able to be enrolled in the 9th grade Life Skills and Ethnic Studies, removing yet another roadblock for graduation completion.  In addition, we have continued to refine UC A-G for all freshmen and consider student choice in 9th grade science. For example, all students are now enrolled in an A-G science course.  We will continue to conduct research with Stanford Sequoia Collaborative on English Learner and SED student trajectories as well as course taking patterns.  We have been working with CCEIS on revealing the underlying root causes for this disproportionality and started the process of identifying a focus group of students to track and monitor over time.||2021-06-09||2021                
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. Overall 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 overall 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.||2021-06-17||2021                
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. Overall 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 overall 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.||2021-06-17||2021                
41690620139915|KIPP Esperanza 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.|100% of 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
41690700000000|South San Francisco Unified|7|SSFUSD analyzes master schedules and student transcripts, state (CA dashboard) and federal data (Office of Civil Rights) and surveys to all stakeholders to determine if SSFUSD is "providing access to a broad course of study" for our students. In 2018 - 19, we analyzed our high school schedules which followed a traditional 6 period day. After examining numerous data points and setting up a high school task force committee, we made a recommendation for our high schools to change their schedule to a modified 7 period block which includes a "flex period." Flex periods are defined as: -give teachers more time with students that need additional support or opportunities for extension activities (response to intervention & enrichment opportunities) -give students access to opportunities they otherwise wouldn’t have without staying after school (student choice) -give students something to look forward to during the school day (social & emotional learning) -SSFUSD can use this time for intervention support; SEL activities; make up work or get extra help from teacher; make up for missed tests; presentations from outside presenters, staff or counselors; time for students to meet with specific staff members so that students do not miss academic classes; provide opportunities for staff/students to build and create relationships|Flex periods provide opportunities that we all know are important but often struggle to fit into a traditional school schedule and try to do outside of regular school hours. While most commonly students go to different teachers for additional academic support, it is also common for students to participate in enrichment sessions, attend a review lesson on a topic, meet with an advisor, make up class assignments for days missed, participate in club meetings, take part in special events they earned (like PBIS related rewards), and partake in other extracurricular activities, like sports.  The change in bell schedule has assisted in the increase of our graduation rates at both high schools - SSFHS - 2018 (78.4%), 2019 (78.5%); ECHS - 2018 - (92.2%). 2019 - (94.8%). For the College career indicator we've seen increases as well: SSFHS - 2018 (31.6% - prepared), 2019 - (32.5% - prepared); ECHS - 2018 (28% - prepared), 2019 - (35.5% - prepared).  SSFUSD has decided to analyze our middle school bell schedules in 2021 - 2022. Our goals will be to provide opportunities for intervention and provide opportunities for students to take a broad course of study. The analysis of the middle school schedule is important since SSFUSD has been awarded a CTE grant as we continue to build pathways to assist our students in being college and career ready when they graduate from SSFUSD.|Some of the barriers we've encountered are the length of the school day and staffing shortages. We will continue to provide opportunities for input with our various committees and will use data to inform our decisions. We want to be sure increase opportunities and access for our under represented students as we continue to analyze our grading practices and placement criteria for high school courses.|We will need to continue to provide intervention courses to assist our students in meeting academic content standards. In particular we're analyzing our supports for our English Learners and student with disabilities and designing classes such as Controversial Issues in the Society that is a college prep course that focuses on assisting students with academic language. We added 6 sections at SSFHS and 1 section at ECHS for the 2021 - 2022.||2021-10-07||2021                
41690880000000|Woodside Elementary|7|The LEA has selected PowerSchool as our student information system as a way to identify measures and tools to use to keep track of which programs and curriculum students have access to, are enrolled in, and that the LEA ensures all students have access to a broad course of study based on grade span, unduplicated student groups, and individuals with exceptional needs. We work to ensure that all students have access to the same broad course of study by using board-adopted curriculum and ensuring every student has access to highly qualified educators in the classroom.|Within the LEA, 100% of the student population have access to the school's broad course of study. As a one-school school district, we are able to ensure all student groups have an equitable experience and equitable access to all programs. The LEA works to maintain the 100% student population engagement in all broad courses of study each year.|The LEA identifies that the only barrier students may experience in accessing the school's broad course of study is within the development of a Special Day Program. With this being said, the Special Day Program follows the board-adopted curriculum, and provides access to the programs as prescribed by the state.|With the hire of the new EL Coordinator, the LEA is able to look for improvements in enhancing students in the EL program to access the broad course of study the LEA offers to 100% of it's students, ensuring these students are able to access the programs in ways that meet their needs.||2021-10-12||2021                
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. 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 to ensure 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 aid 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.|Due to the hands-on nature of CTE we were unable to offer our Culinary Arts Pathway class during Distance Learning in the spring. When we transitioned this class online in the fall the teacher resigned. Since he was the only CTE credentialed teacher in JCCS we were unable to continue to offer the class. It was decided to explore a new pathway that could be taught by a JCCS teacher.   With the turnover of students, 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.) grade and transcript updates for exiting students; and c.) maintaining rigorous instruction.  The length of detainment for students is varied. Ongoing triage is necessary to support the academic needs of students.   Since most students enter JCCS with academic deficits, our priority is helping them get on track toward graduation. Once students are on track, we can offer a greater breadth of coursework.   Many JCCS students have experienced trauma that impedes their ability to access the academic curriculum, interact with others, and maintain focus. Our staff has engaged in professional learning to support the needs of students.|In order to promote access to a broad course of study, we are focusing on: • Becoming Western Association of Schools and Colleges (WASC) accredited to provide an even broader course of study including A-G courses. • Continuing to provide students with access to Anywhere Learning Systems an online credit recovery program. • 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 • Continuing transitional supports for students entering and exciting JCCS • Communication within school sites and across the JCCS system||2021-06-10||2021                
42691040000000|Ballard Elementary|7|The District developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 8.00 teachers for grades TK-8 it is a challenge to provide adequate access in areas like applied and performing arts.|The district will work to increase student access to visual and performing arts and career technical education prep instruction.||2021-06-24||2021                
42691120000000|Blochman Union Elementary|7|The pandemic has made providing a broad course of study for all students as outlined in California Education Code Section 51210 more challenging.|Visual and performing arts instruction has been offered on a limited basis as provided by the classroom teacher.|We were unable to offer physical education courses during the time students were engaged in distance learning or independent study.|Once the social distancing requirements brought on by the pandemic are relaxed, we will be able to return to providing a broad course of study for all students.||2021-06-08||2021                
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 three 6-8 resource centers, and at the three 9-12 resource centers. All students 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, A-G lab science courses through Edgenuity were added to the program of study three years ago and are supported by teacher led virtual labs|FPCS established Career Pathways which include 2-3 years of coursework at the high school level. In order to ensure that there are multiple entry and exit points into each pathway, considerations need to be made to accommodate students who enroll after 10th grade or leave the school prior to graduation. In addition, sample maps of a four-year high school schedule of courses needs to be developed to assist students in planning for the completion of Career Pathway.||2021-06-17||2021                
42691120124255|Trivium Charter|7|We use a program called Chalk.com and Canvas along with our Personalized Learning Plan for each student.  Each student has access to a broad course of study.|As a Personalized Learning Program, every student has a broad course of study including an array of electives, remediation courses, and advanced coursework.|We do not have a barrier preventing access to a full course of study.|We have a broad course of study for our students.||2021-06-29||2021                
42691120137877|Trivium Charter School Adventure|7|We use a program called Chalk.com and Canvas along with our Personalized Learning Plan for each student.  Each student has access to a broad course of study.|As a Personalized Learning Program, every student has a broad course of study including an array of electives, remediation courses, and advanced coursework.|We do not have a barrier preventing access to a full course of study.|We have a broad course of study for our students.||2021-06-29||2021                
42691120137885|Trivium Charter School Voyage|7|We use a program called Chalk.com and Canvas along with our Personalized Learning Plan for each student.  Each student has access to a broad course of study.|As a Personalized Learning Program, every student has a broad course of study including an array of electives, remediation courses, and advanced coursework.|We do not have a barrier preventing access to a full course of study.|We have a broad course of study for our students.||2021-06-29||2021                
42691200000000|Santa Maria-Bonita|7|The 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 languages/world languages, English Language Development, 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 the 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.|SMBSD has determined all students in grades TK-6 have full access to the same course of study in 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). The continued focus on Tier 1 Instruction is moving the district toward more effective implementation of our programs and progress in consistently implementing health education content standards. The district has created a VAPA Teacher Advisory Team to develop a PK-8 VAPA plan, ensuring all students have equitable access to VAPA experiences. Dual Language Immersion (DLI) is provided at one elementary school in Spanish in grades K-6. The program will expand each successive year through grade 8.  All students in grades 7-8 have full access to ELA, mathematics, science, history-social science, and PE daily; ELs in grades 7-8 have full access to ELD. Junior high students have the option of participating in a variety of VAPA electives. There is currently limited access to applied arts and CTE courses of study in junior highs. A focused effort to eliminate this barrier continues as a result all junior highs will offer a CTE aligned elective wheel effective in the 2022-23 school year. Articulation efforts with the feeder high school district and community college through the CDE’s Strong Workforce Program grant have been integral to the development of these offerings.|Identification of academic, non-academic, and systematic barriers continue to be made to ensure that all SMBSD students have access to a broad course of study. SMBSD leadership has made a primary focus of the work ensuring all students have access to grade-level core curriculum through the utilization of our core adopted curriculum that is standards-aligned. SMBSD is also leveraging the collaboration of educators with a focus on building system coherence around the work of PLCs. We believe an asset-based mindset that focuses on the strengths and needs of individual students, coupled with a deep belief that all students can grow a minimum of one grade level each year through effective Tier 1 practices, is the most critical barrier in our current work. Other barriers include a lack of focused time for Tier 1 instruction, site schedules are not coherent districtwide, 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, work around best practices, and delivery of integrated instruction. Sites have increased learning time through expanded learning opportunities; these opportunities increase students’ access to academic content and extracurricular activities. Regular analysis of student data and increased funding for expanded learning opportunities have allowed schools to plan according to student needs.|SMBSD remains committed to providing all students with comprehensive Tier 1 Instruction and equitable interventions when needed. 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.|School closure due to the COVID-19 pandemic resulted in considerable lost teaching time. Student learning gaps present a significant challenge to teachers as they strive to implement grade-level instruction. It is the natural tendency to want to pause grade-level instruction in order to mitigate learning gaps. This approach will not allow our students to maintain a trajectory of learning that will bring them to grade level; therefore, our response to student learning needs must focus on acceleration of grade-level content, as opposed to remediation. Thus, professional learning and resources are focused on priority learning standards and just in time scaffolds. Additionally, remediation/intervention services occur exclusively outside of the core instructional blocks. Non-academic barriers related to transportation, family engagement, income, socio-emotional needs, and others continue to guide our 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 environment for all students. These efforts include structures to improve access to meet basic needs with five Family Outreach Advocates, four district Community Liaisons, and a Coordinator to expand family engagement, along with Marriage and Family Therapists and Outreach Mentors to address socio-emotional needs of students, Homeless Liaisons for students experiencing homelessness, and an increase of safety and health services.|2021-06-23||2021                
42691380000000|Buellton Union Elementary|7|-NWEA Map Assessment for grades K-8 (2021)  -CAASPP for grades 3-8 reading and math (through 2019 and continuing)  -CAASPP for grades 5 & 8 science (through 2019 and continuing)  -ELPAC for English Learners  -DIBELS  -Easy CBM  -SRI|-All curriculum and instruction is aligned to CCSS  -New instructional materials adoptions in grades 6-8 social studies (2018-19, on-going implementation)  -New instructional materials doptions in science (2019-20, on-going implementation)  -New social studies materials in grades 4-5 (2019-20, on-going implementation) -EL students continue to be reclassified at a high rate as RFEP.|-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 4 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||2021-10-13||2021                
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, all students have access.|The district ensures access to a broad course of study for all students, there is no need for revisions or new actions.||2021-06-22||2021                
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 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.   The Cold Spring School has built strong partnerships for student outcomes.  Those partnerships include a strong relationship with families to provide a continuum of support to students to support improved student outcomes.  The teachers and school staff rely heavily on regular formative assessments throughout the school year to gauge student learning and student progress towards meeting individual goals and mastering the required state standards.  Teachers are encouraged to communicate regularly with their students and families about individual progress towards meeting those goals.   The Cold Spring School endeavors to engage and include all families, including those that may be underrepresented.  Families are engaged through various school activities and invitations to participate on school committees and organizations, including School Site Council, Parent Organization, and Cold Spring Foundation.  Except during the Pandemic, parents are encouraged to volunteer in the classroom and participate at school-sponsored events.||2021-10-11||2021                
42691790000000|College Elementary|7|The District developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 15.75 teachers for grades TK-8 it is a challenge to provide adequate access in areas like applied and performing arts.|The district will work to increase student access to visual and performing arts as well as career technical education.  The district will continue to look at ways to increase STEAM curriculum during the coming years.||2021-06-15||2021                
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.|Barriers preventing the school from maximizing broad course of study offerings to all students include an already full schedule during the regular school day as well as budgetary limitations. The school offers electives in art, music and garden provided by outside contractors, and does not have sufficient resources to extend offerings to world languages, technology or other subjects outside the core.|The school will consider input from stakeholder groups, including teachers, parents and board members, to prioritise actions related to the continued development of a broad course of study for all students. Feedback shows that certain subjects such as PE, Math and Visual/Performing Arts rank highly against these measures, whereas Social Studies, Health and Language do not perform as well. The school continues to employ staff development time and to revise curriculum as part of the LCAP to further address these issues.||2021-06-22||2021                
42691950000000|Goleta Union Elementary|7|All students in our preschool through sixth grade elementary district have access to a broad course of study under the direction of their primary teacher.  Teacher teams collaborate to determine their master schedules, which are submitted to the site and district.  Schedules are reviewed to ensure adequate minutes are reserved for each areas of study.|All students have access to core subjects, including English Language Arts, Mathematics, Science, and Social Studies.  Teachers collaborate with curriculum specialists for PE and STEAM.  Additionally, teachers provide art and music lessons, which may be supported through collaboration of a curriculum specialist.  All students who are learning English as an additional language also receive English language development, daily.|Although all students receive instruction in their broad course of study, our teachers find it can be challenging to meet this demand within the allocated minutes of the day.  Teachers target intervention and extension based on students' identified needs, which can add additional challenges to meeting the broad course of study.  Limited time to prepare lessons can also be a barrier to delivering quality instruction across subjects.|In order to ensure a quality curriculum in all subjects across the district, teams of teachers and curriculum specialists have worked together during the summer to develop units of study in art, music, STEAM and PE that are based on the State standards and relate to the English language arts curriculum, where appropriate.  The development of a common curriculum supports continuity across the district.  Additionally, additional professional development for our curriculum specialists has been provided to ensure quality implementation of instruction.||2021-10-27||2021                
42692030000000|Guadalupe Union Elementary|7|GUSD uses to school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study.|The past few years have brought attention to the offerings for a broad course of study, with some variances in the ability to offer Spanish Language Arts, Spanish Literature, CTE in both English and Spanish, and Health courses.  For the 2020-21 school year, approximately 25-30% of 7th and 8th graders were enrolled in CTE courses.|Being a small school with limited staffing poses one type of barrier to offering a broad course of student for all students.  There is typically not availability in the master schedule, nor teacher credentials of current staff needed to increase course offerings.  Additionally, achievement in core subject areas and/or required language development courses for English Learners often present needs for specialized support classes.  Particularly to CTE offerings, a lack of curriculum to support a CTE in Spanish program posed a barrier to offering such courses.|In response to the results of our measures, we have reorganized the master schedule to be able to offer Health, additional CTE in English, and other electives in the 2021-22 school year.  Efforts are underway to pursue increasing options to offer Health and other high school eligible courses to middle school students.  Finally, improvements to ELD practices, language arts integration, and progress monitoring are intended to better prepare students for an earlier successful reclassification as fluent English proficient, thereby reducing the required ELD course in their schedule and thus, increasing their availability to a broad course of study.||2021-11-10||2021                
42692110000000|Hope Elementary|7|As an elementary school LEA, all students are generally enrolled in a broad course of study provided by their classroom teacher and supported by specialists in the areas of art, PE, and music. However, during the 2020-21 year, the district had to adjust instruction due to the COVID pandemic. The primary focus was on priority standards in ELA and mathematics. We ensured that all students, including unduplicated students and individuals with exceptional needs were able to continue their broad course of study by prioritizing in-person learning for these students and monitoring through data teams and IEPs.|During the 2020-21 year students were able to participate in art and music classes via Zoom for two of the three school campuses. Unduplicated students had additional access to designated ELD if needed. Students with exceptional needs were integrated to the maximum extent possible in live instruction on the school campuses. 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. However, due to periods of fully remote instruction and limited on campus schedules, the priority focus was given to Math and ELA standards.|The  barriers in preventing a broad course of study during the 2020-21 year was due to the pandemic and limits on class sizes to meet social distancing requirements.|For the 2021-22 school year, all three campuses have reinstated a broad course of study for all students with a variety of specialists offered for PE, art, and music.||2021-10-11||2021                
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.|All students have opportunities to access a broad course of study at the secondary level because of the seven-period day; however, some students access is more limited than others. For students with IEPs, the student’s course of study is discussed and approved by their Individualized Education Program (IEP) team. Students with IEPs may be enrolled in a directed study class to increase their performance in academic classes or to work on individual transition goals, which may limit their ability to enroll in an additional elective, foreign language or CTE course. On the contrary, students at Lompoc High School with IEPs in grades 9-10 have additional access to a broad course of study due to a co-teaching model of instruction for English Language Arts, mathematics and science. Additionally, all students, including English Learners, entering the secondary level performing significantly below grade level in the areas of English and mathematics have less access to enroll in elective or college prep courses because their schedules are impacted by intervention or support content classes. 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.|The district is working to improve access to a broad course of study to all student groups. Identified barriers preventing access to all is low academic ability entering high school, instruction that is not differentiated to meet student needs, and a lack of interventions outside of the seven period day for students who do not meet instructional targets. Students who are below grade level, which may include students with Individualized Education Programs (IEPs), English Language Learners, and others have limited access to elective and CTE courses because the current system places them in a support class for assistance. There is a need for academic support to be integrated into the class and a school-wide system for support outside of class.|LUSD took the first step in responding to barriers during the 2020-2021 school year with an equity study through Orenda that looked at our instructional systems and recommended improvements. The next step is standards alignment, common unit assessments, and frequent data analysis by site based teams which will begin in the summer of 2021.|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. 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. 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.|2021-06-22||2021                
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; a STEM class; Outdoor education, and 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 LEA. 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 continues to be 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.  4. Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study for all students. 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 are now participating in this 'state of the art' science program designed to meet NGSS Science standards.|Manzanita has partnered with Lompoc Unified School District, the charter school's authorizing body, to leverage Manzanita's Prop 51 facilities grant with a Department of Defense PSMI facilities grant to solve the LEA's ongoing facilities concerns.  The project, which includes a 40 million dollar renovation and modernization of the campus, is slated to commence in June, 2023.||1920-10-20||2021                
42692450000000|Los Olivos Elementary|7|Los Olivos uses SchoolWise as our student information system. We are a one grade one classroom school for grades TK-5. Grade 6-8, our middle school, have four core teachers: English, Math, Social Studies and Science. Elective courses, STEM, Spanish, PE and Art are covered through our 4 core teachers as well as through our partnership with Arts Outreach|At Los Olivos, all students have access to, and are enrolled in, a broad course of study.|As mentioned above, all Los Olivos students have access to, and are enrolled in a broad course of study, barriers do not exist.|New actions or revisions are not necessary at Los Olivos Elementary School as all students have access and are enrolled in a broad course of study.||2021-10-11||2021                
42692520000000|Montecito Union Elementary|7|Being a K-6 school, all students receive a broad course of study by receiving academic content standards from their homeroom teachers (ELA, Math, Science, Social Studies), as well as Art, Music, Physical Education, Spanish and Library from content teachers.  No students are excluded from any of these programs, as they all happen during the course of the instructional day.  The tool we use is a comprehensive master schedule that ensures all students have scheduled content teacher experiences within all areas. Classroom teachers provide a weekly schedule to document where the teaching of ELA, Math, Science and Social Studies happen as well.|Having only one school site and as noted above, all student groups have access to and are enrolled in a broad course of study|There are no barriers to providing access to a broad course of study for all students|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.||2021-09-21||2021                
42692600000000|Orcutt Union Elementary|7|Aeries, our student information system, tracks the extent to which all students have access to, and are enrolled in, a broad course of study.|Each year we determine which student groups (and how many students) are represented in our junior high school classes. The following are the percentages of students in each unduplicated group at each school in 2020-2021: Lakeview Junior High: 7.3% English Learners, 14.3% Redesignated English Learners, .4% homeless, 1.2% foster youth, 11% students with disabilities, 39.9% low-income students Orcutt Junior High: 7.8% English Learners, 9.7% Redesignated English Learners, .2% homeless, 1.5% foster youth, 11.9% students with disabilities, 25.3% low-income students  At these schools the highest math course is Algebra 1, so this is a suitable reference point to analyze course access for unduplicated groups. Following are the percentages of the total number of students who participated in Algebra 1 in 2020-2021:  Lakeview Junior High School: Algebra 1 - 16.7% Redesignated English Learners, 5.6% students with disabilities, 16.7% low-income students Grade-level math courses Grade 7 (CPM Course 2) - 8.8% English Learners, 14.5% Redesignated English Learners, .9% foster youth, 16.3% students with disabilities, and 48.5% low-income students Grade 8 (CPM Course 3) - 7.8% English Learners, 16.5% Redesignated English Learners, 1% homeless, 1.9% foster youth, 7.8% students with disabilities, and 40.3% low-income students  Orcutt Junior High School: Algebra 1 - 7.1% Redesignated English Learners, 10.7% low-income students Grade-level math courses Grade 7 (CPM Course 2) - 7.6% English Learners,|During the past school year the main barrier for students has been the difficulty many had in participating in distance learning. When students were not engaged in distance learning, teachers, site administrators, counselors, community liaisons, and district administrators stepped in to work with families and address whatever obstacles were keeping students from participating in school. When schools introduced small in-person cohorts (following all COVID-19 health guidelines), students in unduplicated groups were prioritized.|An important goal for giving student access to a broad course of study is to introduce Career and Technical Education (CTE) career exploration programming. In the 2021-2022 school year we have begun a seventh- and eighth-grade CTE elective based on the Design and Modeling module of the Project Lead the Way curriculum. Design and Modeling includes numerous hands-on projects that engage students in applying the design process to creatively solve problems.||2021-06-16||2021                
42692600116434|Orcutt Academy Charter|7|Aeries, our student information system, tracks the extent to which all students have access to, and are enrolled in, a broad course of study.|Each year we determine which student groups (and how many students) are represented in Orcutt Academy High School classes. The following are the percentages of students in each unduplicated group at OAHS in 2020-2021: 3.0% English Learners, 0.6% homeless, 0.4% foster youth, 7.9% students with disabilities, 23.2% low-income students  At OAHS we have chosen to analyze course access for unduplicated groups to courses that entail concurrent enrollment with Allan Hancock College. These courses award college credit, and students and families value being able to earn college credit prior to graduating from high school. That said, these courses also are rigorous and must follow the syllabus and performance expectations of a community college. Following are the percentages of unduplicated students who participated in each concurrent enrollment course during 2020-2021:  PROD 301 - 144 students 2.8% English Learners, 0% homeless, 0.6% foster youth, 6.3% students with disabilities, 27.1% low-income students  History 101/102 - 65 students 0% English Learners, 0% homeless, 0% foster youth, 1.5% students with disabilities, 22.1% low-income students  History 107/108 - 85 students 0% English Learners, 0% homeless, 0% foster youth, 4.7% students with disabilities, 24.9% low-income students  Education 130 - 27 students 0% English Learners, 0% homeless, 0% foster youth, 0% students with disabilities, 25.9% low-income students|From the data above, we can discern that low-income students are well represented in all concurrent enrollment courses but participation by students in other subgroups drops when students move out of ninth grade, when the concurrent enrollment course PROD 301 is required. Students with disabilities are present in the History 101/102, History 107/108, and Education 130 concurrent enrollment courses, but English Learners, foster youth, and homeless youth are not. A priority moving forward is to encourage students from these subgroups to take concurrent enrollment courses and to support the students once they are enrolled.  During the past school year the main barrier for students has been the difficulty many had in participating in distance learning. When students were not engaged in distance learning, teachers, site administrators, counselors, community liaisons, and district administrators stepped in to work with families and address whatever obstacles were keeping students from participating in school. When OAHS and OAK-8 introduced small in-person cohorts (following all COVID-19 health guidelines), students in unduplicated groups were prioritized.|An important goal for giving student access to a broad course of study is to introduce Career and Technical Education (CTE) career exploration programming. In the 2021-2022 school year OAHS has begun, with two sections of CTE/AP Computer Science Principles, a CTE pathway in Information Communications and Technology. OAK-8 is planning to begin a junior high school CTE elective featuring the Design and Modeling module of the Project Lead the Way curriculum. Design and Modeling includes numerous hands-on projects that engage students in applying the design process to creatively solve problems.||2021-06-16||2021                
42693100000000|Santa Maria Joint Union High|7|The Santa Maria Joint Union High School District uses various locally selected measures to ensure student access to a broad course of study. Student placement occurs through the District’s research-based assessment tool for English and math. The District’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 progress and provide 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. These services are essential for the success of low-income, foster youth, and English learner students. Students in all grade levels take an interest inventory each year to focus their plans after high school and their 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 offer the same Career Technical Education (CTE) programs, while other school sites may offer specialized CTE pathways. 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 with the opening of the District’s new CTE facility where any student can participate, and student transportation is provided. Correct 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 and designated English Language Development. Special education teachers and general education teachers have been collaborating on meeting the need for students with disabilities through the District co-teaching model and promoting the option of enrolling in a CTE pathway. Through the progress monitoring of students and academic growth, a student may change placement 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 ensure that master boards are flexible in meeting the needs of students. As mentioned before, with our English learners, foster youth, homeless, low-income, and students with disabilities 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 for 12 months or less have a great academic span of needs as with students with disabilities. There is no one-size-fits-all. Because SMJUHSD is a high school district, it enrolls students from five different school districts, making it challenging to place students. There is also a need to provide continuous training to teachers, site administrators, and counselors as the change in staff occur. The implementation of intervention courses should be structured similarly throughout the District as students move from one school to another. Intervention courses must be structured and implemented similarly to provide outcomes toward the progress of core content courses.|The District has worked with site administration, teachers, and counselors to ensure a broad course of study for all students. Designated support courses for English Learners and collaborative teaching between special education and general education teachers are in place. Science teachers are provided continuous professional learning and are working on the three sequences of NGSS courses. All three NGSS courses are the University of California A-G aligned as a D-Lab course, which is expected to increase the number of students meeting this requirement. Math teachers implementing an algebra 1 and geometry course through the District’s learning management system. The District implemented its first-year math professional learning plan addressing the need for textbook adoption and aligning to the new California Math State Framework. The District will continue its support of its three-year professional learning plan for social studies implementing the state framework. The District's state-of-the-art CTE facility is ready for student use in the fall of 2021. 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 of all students. To assist with essential data at the hands of all stakeholders, the District is replicating California Dashboard data through its learning management system to inform instruction.||2021-06-08||2021                
42693280000000|Santa Ynez Valley Union High|7|Our district uses a variety of measures to track access to a broad course of study. Counselors use grade level course request sheets that outline the required courses by graduation subject matter for each grade level. The request sheets also include a variety of elective courses that are available by grade level. Counselors meet with individuals and groups of students to review the course requests sheets and student course selections. Administrators monitor an excel file that tracks the enrollment and number of sections requested for each course. This allows administration to see trends and needs from year to year to ensure that all courses of study are covered. Our district also tracks completion of academic sequences, CTE sequences, and performance metrics outlined in the district's LCAP. CALPADS state reports and local reports are utilized to monitor course access by student demographic groups, including: Non-Hispanic, Hispanic, LEP/RFEP, NSLP, socio/economic and special education.|Our district offers courses at every grade level to students to pursue a broad course of study. The primary limiting factor is students ability to meet course pre-requisites. Students who need additional opportunities to achieve pre-requisites in core subjects have the option of enrolling in our summer school program. Most students with Individual Education Plans (IEP) in our mild/moderate group are mainstreamed into academic courses. Other student groups such as emerging bilingual students are supported in core classes by general education teachers trained in SDAIE teaching methods. Student academic mentors also provide support in class sections to assist them. Annual reports track the make-up of courses showing trends and areas needing scrutiny. At Refugio High, our continuation school, students have access to fewer electives due to the small enrollment numbers (~20 students) however, Refugio students do have the opportunity to access CTE elective courses on the SYVUHS campus during the afternoon session.|The main barrier our district has in offering a broad course of study are the singleton classes. Currently, of our 118 offered courses, 54 are only offered one period. Because of the conflicts caused by the singletons, students are unable to access some courses. Another barrier is budget constraints. Ideally, there would be dedicated sections for emerging bilingual students in core academic sections, rather than core classes with academic mentors and SDAIE trained teachers, however, providing dedicated classes presents a challenge for small districts like ours.|The master schedule is developed based on student input, staffing, budget and teacher credentialing. Within the identified constraints, the 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 the majority of student requests are able to be accommodated. This in turn allows students to pursue a broad course of study that includes electives as well as required academic subjects.||2021-10-26||2021                
42693360000000|Solvang Elementary|7|Enrollment and master-schedule data provides evidence that all students have access to a broad course of study. This data also provides evidence that unduplicated student groups and students with exceptional needs have access.|Solvang School District is a single school.  Consequently, there are no variances among schools.  Enrollment and master-schedule data provides evidence that all students have access to a broad course of study. Additionally, unduplicated student groups and student with exceptional needs are enrolled in specialized programs, as evidenced in class and program-assignment data.|All students have access to a broad course of study, regardless of student group.|All students have access to a broad course of study, regardless of student group.||2021-11-10||2021                
42693440000000|Vista del Mar Union|7|The K-6 master schedule is the locally selected measure and tool that is centered on students and structured to maximize instructional minutes as a Reading, Writing and Math Workshop school that integrates science, social studies and the arts.  Further, the master schedule is designed for a critical partner assignment of all certificated teachers to work 1:1 or in small groups with students across all grade levels other than their own grade level assignment in either reading, writing, or mathematical concepts for intervention or enrichments.  Our master schedule tracks what courses students are taking throughout the day and is the tool to demonstrate our broad course of study for all students.|There is no differences within our school on the master schedule as equity is based on every student enrolled in a broad course of study.  All students  are enrolled and have access in every course offered at each grade level within the master schedule.  There is no pull-out of students; 100% equity enrolled in every course offered in the school.|The single barrier would be the time constraints for instructional minutes.  At elementary level, the courses of science and social studies do not receive the same amount of time as reading, math, and writing; however, we are doing amazing efforts to integrate these content areas.|Project-based learning is a value added in terms of students applying concepts to real world context.  We are implementing in steps project-based learning to ensure all students have broad course of study.  Additionally, a career education component is being introduced to further support the integration of all subjects across all grade levels.|This broad course of study with the inclusion of courses beyond reading, writing and math is relevant to our student, parents and teacher community.  We see an excitement and deeper connections of the classroom work to the outdoor living environment.  Spanish,  Arts, Physical Education, Social Studies, Science and career exploration are vital components of the broad course of study and support the Whole Child philosophy offered at our K-6 school.|2021-06-17||2021                
42750100000000|Cuyama Joint Unified|7|The District developed a self evaluation tool to 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 2020-21 school year gave a score of 100%.|The self evaluation tool for the 2020-21 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 evaluation 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.|One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 13.00 teachers for grades TK-12 it is a challenge to provide adequate access in areas like foreign language and applied and performing arts.|The district will work to increase student access to visual and performing arts and career technical education and physical education by using a combination of outside groups and staff to deliver instruction in these areas.  The district will also increase dual enrollment classes with local community colleges.||2021-06-24||2021                
42750100138891|California Connections Academy Central Coast|7|Course offerings are evaluated each year to ensure staff credentials are best utilized and student interest and need are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class period or to specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has also begun the implementation of an internal credit recovery program called Project Success. During the 2019-2020 school year, historically at-risk high school students passed an average of 75% of their classes in the Project Success program. During the 2020-2021 school year, the average pass rate has increased to 86.3%. These early successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization ran its own in house summer school program for the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. We had a 77% pass rate and an 85% summer graduation rate for those in their last year of high school.|This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.|While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.|For the 2021-2022 school year, the high school electives department and counseling developed a new course request tool. The purpose of this tool was to ensure that all students were able to see all elective course offerings during their spring registration period. Great care was taken to ensure all courses appeared on the tool prior to the spring registration period.|California Connections Academy (CalCA) schools are online charter schools. The broad course of study offered is outlined in the school charter. Through the online instructional delivery model, students have a very wide range of options for coursework. They are able to access a course of study that addresses their individual needs in a personalized manner, ranging from remedial to advanced options. All high school students have access to a very wide range of UC a-g approved coursework, including many Advanced Placement courses. Because of  the nature of online instruction and the use of the school’s Educational Management Platform, demographic, geographic and socioeconomic factors do not create the same barriers for accessing the school’s broad course of study as they might in some traditional public schools.|2021-06-22||2021                
42767860000000|Santa Barbara Unified|7|Santa Barbara Unified, with support from SBUSD's Educational Technology Services, utilizes Aeries as the Student Information System to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.|SB Unified provides various programs of choice in its elementary and secondary schools. Programs of choice in elementary schools include International Baccalaureate, Core Knowledge, and Dual Language Immersion. Secondary schools provide a wide range of pathways, including Career Technical Education (CTE), California Partnership Academies (CPA), International Baccalaureate (IB), dual enrollment options, Advancement Via Individual Determination (AVID) Program, and Program for Effective Access to College (PEAC).  Per district AERIES reports, In 2019-20, there was a significant increase in the number of students who participated in dual enrollment classes, with many more students taking online coursework through SBCC because of the COVID-19 pandemic.  In 2019-20 and 2020-21, approximately 50% of all secondary students participated in Career and Technical Education classes and pathways. In 2019-20, students in 10th grade participated in the PLAN (pre-ACT) and students in the 11th grade participated in the PSAT/NMSQT.  The test was universally offered in these grades. This included almost all students, with some exceptions for students with severe disabilities, for example.  In 2019-20 pre-pandemic, all 8th grade students were brought to the Earl Warren Showgrounds for the High School Showcase, to learn about the Programs of Choice and CTE Pathways that are offered in the district.|At this time, we will want to ensure the systems continue to be in place to prevent barriers to arise.  It will be critical moving forward that communication to promote the variety of offerings available to students for choice is included in a variety of messaging and accessible to students and families.|We want to continue to promote the availability of rigorous course options for all students.  Increasing the focus on A-G requirements as well as CTE offerings creates more opportunity for students to broaden their options.  In addition, SB Unified is examining the structure of GATE learning opportunities in elementary schools, with the potential goal being that all students will have access to enrichment project-based learning and use of Depth and Complexity icon strategies.  There is a concerted effort around equity of opportunity and expanding access to rigorous learning particularly for the district's unduplicated students.||2021-06-22||2021                
42767866045918|Peabody Charter|7|At Peabody, all students have access to a broad course of study, which includes, but is not limited to:  •	English •	Mathematics •	Social Sciences •	Science •	Visual and Performing Arts •	Health  •	Physical Education  This is verified through each grade levels’ annual planning documents. Through fundraising, Peabody also employs a PE teacher to provide physical education classes; a ceramics teacher to provide visual arts (this also happens in the classroom with the general education teacher); a dance/movement teacher, and a drama teacher who provide performing arts instruction.  Like the course of study offered in the classroom, these courses are provided for all students, K-6, including unduplicated student groups and individual students with exceptional needs.|All students at Peabody have access to and are enrolled in, a broad course of study.|Peabody does not currently have any barriers preventing the school from providing access to a broad course of study for all students.|To assure a broad course of study, Peabody has been successful in securing additional resources that have allowed the school to expand its physical education and visual and performing arts program to include actual classes in those areas. All students have access to these classes. These classes complement the visual and performing arts efforts that were already happening in the classroom.||2021-10-14||2021                
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” or other support 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 for in-person services, particularly for services that require a confidential setting.|In 2020-21, the entire school day schedule shifted due to the COVID-19 pandemic, Distance Learning, and public health restrictions.  Our entire school day, school week, and daily offerings were changed.  Our classroom-based program operated a hybrid AM/PM schedule for Distance Learning and in-person hybrid schooling. Care was taken to ensure that all students could access specialist classes or electives, and special education or intervention services were offered at a time that best fit each student’s schedule.  We look forward to returning to a more typical master schedule in the coming year.||2021-05-19||2021                
42767866118202|Adelante Charter|7|At Adelante Charter School all students are enrolled in a broad course of study. Classroom teachers submit weekly lesson plans as evidence of coursework. Additionally, all students participate in weekly art, music, physical education and dance classes. We were able to maintain this throughout the pandemic even during remote learning. Many schools reassigned their specialist teachers but at Adelante we were committed to our approach of educating the whole child. Students who receive Special Education services are included in all courses. Since Adelante has its own SpEd program we are able to coordinate times for support to ensure that all students are given access to a broad course of study.|All children have access to a well-rounded education focused on the whole child as noted above. As a dual language program, Adelante students are given access to rigorous, cognitively challenging 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’s bilingual Special Education program 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.|There are no barriers to providing all students access to a broad course of study.|Our students are provided a broad course of study. An area we are working to improve is integrating more social-emotional learning throughout the curriculum and continuous monitoring and improvement of instructional quality.||2021-10-04||2021                
42771980138362|Olive Grove Charter - Orcutt/Santa Maria (SBE)|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian 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. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. 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 OGCS students 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.|The primary barrier is the degree of credit deficiencies with which many of our students enter. These credit deficiencies can make access to A-G completion unrealistic or undesirable.|OGCS continues to increase student elective choices, hands-on learning opportunities, and other course offerings, such as AP courses, to better serve individual student interests and goals.||2021-06-15||2021                
42772060138370|Olive Grove Charter - Lompoc (SBE)|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian 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. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. 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 OGCS students 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.|The primary barrier is the degree of credit deficiencies with which many of our students enter. These credit deficiencies can make access to A-G completion unrealistic or undesirable.|OGCS continues to increase student elective choices, hands-on learning opportunities, and other course offerings, such as AP courses, to better serve individual student interests and goals.||2021-06-15||2021                
42772140138388|Olive Grove Charter - Buellton (SBE)|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian 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. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. 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 OGCS students 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.|The primary barrier is the degree of credit deficiencies with which many of our students enter. These credit deficiencies can make access to A-G completion unrealistic or undesirable.|OGCS continues to increase student elective choices, hands-on learning opportunities, and other course offerings, such as AP courses, to better serve individual student interests and goals.||2021-06-15||2021                
42772220138396|Olive Grove Charter - Santa Barbara (SBE)|7|OGCS assigns a counselor to every student that enrolls at the school. This counselor works with the parent/guardian 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. Our student information system (SIS), School Pathways, houses all tracking of student enrollments in courses. 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 OGCS students 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.|The primary barrier is the degree of credit deficiencies with which many of our students enter. These credit deficiencies can make access to A-G completion unrealistic or undesirable.|OGCS continues to increase student elective choices, hands-on learning opportunities, and other course offerings, such as AP courses, to better serve individual student interests and goals.||2021-06-15||2021                
43104390000000|Santa Clara County Office of Education|7|The students of the Santa Clara County Office of Education (SCCOE) have access to and are enrolled in a broad course of study. Local measures are in place to ensure the continuance of this process. For Students with Disabilities, Individual Education Program (IEP) teams are responsible to ensure students are placed in programming based on their disability needs. For students who receive English Learner (EL) services, principals ensure that EL students receive EL services and students are assessed three times a year toward reclassification. School counselors and IEP managers ensure students are placed in courses that lead to a high school diploma or Certificate of Completion and local assessments enable staff to provide intervention or differentiated instruction as needed and guide staff in student placement. Student management systems provide data based information and a robust system of assessment ensures student data is up to date and accurate. Student groups are enrolled in a broad course of study that includes core curriculum, intervention, acceleration, and electives. Alternative education students have access to career technical education pathways and certification, and Students with Disabilities are provided workability and transition services to support individual needs as defined by IEP. Counselors, administrators, and program specialists consistently monitor progress of student groups: (a) English Learners (35%), (b) Low Income (85%), and  (c) Foster Youth (1%).|All students in the Santa Clara County Office of Education have access to and are enrolled in a broad course of study. Student groups to include:  (a) English Learners (35%), (b) Low Income (85%),  (c) Foster Youth (1%) and (d) Students with Disabilities (86%)  are enrolled in a broad course of study that includes core curriculum, intervention, acceleration, and electives.|A primary barrier to access to a broad course of study includes the transiency of incarcerated students and restrictions on classroom configurations based on their placement by Probation.|The Alternative Education Department continues to address barriers through utilization of blended learning and online platforms which provide curricular access to students regardless of location. Additional consideration is being given to supplemental online programming for English Learners and additional career readiness training for all students through an online platform and additional staff provide in class support for students to meet individual needs.||2021-06-09||2021                
43104390106534|Bullis Charter|7|We monitor all course selection through our student information system, PowerSchool, in conjunction with data from CALPADS and locally accessed data.  This allows us to ensure all students have access to the necessary courses.|BCS provides a wide range of programs and supplemental services to all of our students. 100% of students in Kindergarten through grade eight have access to and are enrolled in English, Mathematics, Social Science, Science, Visual and Performing Arts, Physical Education, and a World Language.  Career Technical Education is integrated into classes through our Fab Lab for students in grades six through eight.  Students have access to a variety of additional choice classes as well (known as co-curriculars) that happen during the school day and allow students to pursue a variety of passions or interests.|No barriers currently exist to provide all students access to a broad course of study.|No new actions anticipated at this time.||2021-06-21||2021                
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.||2021-06-23||2021                
43104390113431|University Preparatory Academy Charter|7|UPA’s own graduation requirements contain criteria that require of each student to complete a broad course of study that meets, or in some cases exceeds the UC a-g entrance requirements, in addition to completing two AP courses with a passing grade. The UC a-g entrance requirements are a comprehensive, multidisciplinary set of coursework. By adopting these as the graduation requirements, UPA ensures that any student who graduates has received a broad course of study.  As such, counselors and administrators track graduation progress within the Powerschool Student Information System, and use data from that system to guide students in selecting courses. Data from the PSAT is used to align student strengths and interests with AP courses. UPA reports indicators of success to staff and the board every six weeks, examining overall course pass rates across subgroups. 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, who develops data-driven language learning plans, and partners with teachers to ensure all ELs have access to the curriculum.|UPA’s four-year graduation rate has been in the “High” to “Very High” band on the state Dashboard for the last two years it was reported. The percentage four-year cohort graduation rate for the last 3 years has been 100% (2017-2018), 100% (2018-2019), and 98.1% (2019-2020). Given the broad range of courses required by our graduation criteria, a majority of our students are not only enrolling in but completing a broad course of study. This is accomplished through highly targeted interventions using specialists, such as in the areas of special education or ELD, and also through careful planning of the master schedule, in order to offer students courses that are accessible. An example is UPA’s broad slate of Advanced Placement offerings, 14 courses in total. All students must take and pass 2 AP courses in order to graduate, and the diverse offerings of AP courses allows students choice of college-level curriculum in areas of interest and strength, or to challenge themselves.  In addition, UPA has two Career Technical Education (CTE) tracks through the Project Lead the Way curriculum allowing students to explore engineering and biomedical science. UPA has recently begun to outfit other departments with similar college-ready CTE courses, such as the multimedia arts curriculum in the arts department, and computer science in the math department. Both courses have been expanded to second levels in the last year.|UPA’s rigorous, college-prep course of study can be difficult to access for students who come with skill or knowledge gaps. Students may 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. Throughout the pandemic response, both through distance and hybrid learning, the reliance on digital teaching tools proved to be a challenge for our students without reliable internet connections or a sufficiently equipped computer. The distance also made it difficult to actively find those children who needed 'just in time" interventions.|Since the change in lottery preferences in 2013 to give low socio-economic students admission priority, UPA has been preparing to meet their needs. UPA has organized the full scope of its at-risk support and intervention programs through the MTSS framework. 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. Skills-recovery intervention courses for Math and English have been dedicated on the master schedule for closing the skills gap that some students come with. Broad use of credit-recovery courses through online provider Edgenuity allows students to stay on track for graduation after experiencing failure. UPA has also brought on the RESH180 program, a motivational program for students who frequently experience low motivation or see no benefit to schooling. UPA has brought on a Student Support Technician to provide outreach to struggling students, including doing home visits during the pandemic. UPA also has hired a para-educator to assist the RSP specialist and ensure all students receive time and attention required by their learning needs.||2021-09-23||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
43104390116814|ACE Empower Academy|7|ACE utilizes Star Renaissance to monitor baseline and growth of students in both Reading and Math. ACE has students take a baseline at the start of the school year, in the winter to monitor progress and at the end of the year. By the end of the year ACE will determine how much students have grown in reading and math skills. ACE uses the CAASPP Interim Assessments to track and monitor Common Core grade level standards progress. Interim Assessment Blocks are administered at the end of the first quarter and at the end of the second quarter. At the end of the third quarter, students will take the Interim Comprehensive Assessment as a final progress monitoring tool. After each assessment period, teachers will review student results and data to create re-teaching action plans, with the focus of teaching students what they have yet to master.  ACE utilizes a Multi-Tiered System of Support framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE.|ACE believes in a full inclusion education program, where all students receive access to high quality grade level instruction. The use of academic tools, such as Star Renaissance and CAASPP Interim Assessment provide teachers the ability to differentiate instructional needs for each student.   ACE utilizes a Multi-Tiered System of Support (MTSS) framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE Charter Schools.|As ACE students return to in-person instruction, ACE has noticed significant declines in both average daily attendance round a decline in 5% point (from 95% to 90%) as well as increases in chronic absenteeism through the first 2 months of school. In the first two months of the 2019-2020 school year, ACE Empower Academy chronic absenteeism rate was 9.2%. This current year’s rate is 26.9%, which is an increase of 17.7%.|Due to the COVID-19 pandemic, ACE hired a Director of Academic Programs to work with school leaders and teachers around how to best accelerate student learning. This includes remediation, along with targeting remedial skill building, while continuing to hold high academic standards, with continual instruction of Common Core grade level instruction. ACE also hired additional classroom teachers and teacher assistants to decrease the teacher student ratio. For students' social and emotional well-being, ACE has a full continuum of mental health services and service providers. The Dean of Culture and Outreach, which uses Positive Behavior Interventions and Supports (PBIS) systems to better understand student engagement by balancing a mixture of student consequences and positive reinforcements around behavior interventions and supports. ACE’s PBIS a part of ACE’s MTSS framework.  ACE’s PBIS creates school environments where all students succeed. The hiring of a Director of Student Services was needed to provide guidance and support to the Deans of Culture and Outreach  and to integrate the data, systems, and practices affecting student outcomes.  ACE also implemented a summer bridge program, where students were invited to return to school 10 days prior to the start of school to get reacclimated to a school setting and  engage in culture norms and expectations prior to school starting.||2021-06-16||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
43104390121483|Alpha: Cornerstone Academy Preparatory|7|CAPS 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 CAPS have access to and are enrolled in a broad course of study that includes, per Ed. Code 51210 and our charter petition, English, Math, Social Studies, Science, and Physical Education. Over time, as our schools grow and serve more students, we will provide additional course offerings in visual and performing arts.|We have been successful with implementing a broad course of study as outlined in our charter petition. Our primary barrier is our ability to source properly certified elective teachers for the breadth of electives we wish to offer.|We will continue to focus on enrollment and building out new grade levels and align offerings accordingly, as outlined in our charter petition and state requirements.||2021-06-24||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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, even during COVID-19 school closures.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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. Overall 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 overall 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.||2021-06-17||2021                
43104390124065|Sunrise Middle|7|Sunrise Middle is a single school district with a homogenous student population - 90 percent are low income, and 54 percent are English Learners, while another 30 percent are recently reclassified ELs. We provide the same courses, qualified staff and instructional materials to all of our students.|We offer the basic core curriculum - math, ELA, science, and social studies - as well as social justice and a wide variety of electives including coding, art, music, gardening, sports, dance, cooking, etc. We require (but not during COVID) all students to participate in their choice of elective courses each semester so that they can become exposed to a broader course of study.|We are limited by size, facilities and funding; we are not able to offer foreign language courses or career technical education.|We are continuing to motivate our students to aspire towards attending rigorous high schools and four-year universities. We offer career days and will resume overnight university trips after COVID, and are exploring establishing an AVID program at Sunrise.||2021-06-14||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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, even during COVID-19 school closures.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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.||2021-06-23||2021                
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. Overall 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 overall 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.||2021-06-17||2021                
43104390129213|Alpha: Jose Hernandez|7|JH 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 TK-8 at JH have access to and are enrolled in a broad course of study that includes, per Ed. Code 51210 and our charter petition, English, Math, Social Studies, Science, and Physical Education. Over time, as our school grows and serves more students, we will provide additional course offerings in visual and performing arts.|We have been successful with implementing a broad course of study as outlined in our charter petition. Our primary barrier is enrollment - JH is not fully built out yet so the offerings are not as comprehensive as the fully built out TK-8. In addition, a secondary barrier is our ability to source properly certified elective teachers for the breadth of electives we wish to offer.|We will continue to focus on enrollment and building out new grade levels and align offerings accordingly, as outlined in our charter petition and state requirements.||2021-06-24||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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, even during COVID-19 school closures.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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 nonfiction and fiction passages.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. 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.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. This focus decides what professional development we give to our teachers. We are also focusing on English Learner supports by planning to train our staff on SIOP (sheltered instruction observation protocol) supports.||2021-06-10||2021                
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 nonfiction and fiction passages.|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 revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. 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.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. This focus decides what professional development we give to our teachers. We are also focusing on English Learner supports by planning to train our staff on SIOP (sheltered instruction observation protocol) supports.||2021-06-10||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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 industrystandard 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 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. 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 all online. OYA purchased additional student laptops and internet devices so that OYA students would have continual access to technology at home and at school. 2021-22 Local Performance Indicator Self-Reflection for Opportunity Youth Academy Page 11 of 11 OYA professional development will focus on instructional strategies to assist below grade level students in math and reading. In addition, OYA will use Universal Design for Learning strategies to build language proficiency for English Learner students.||2021-06-10||2021                
43693690000000|Alum Rock Union Elementary|7|All students have access to a broad course of study for all grades and all populations.  We use Eschoolplus to monitor and measure students enrollment and access  in a broad course of study. 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 determine course access for elementary age students. In middle school the day is divided into periods, master schedules are created and all students have access to all courses of study.  The adopted curriculum provides the ability to differentiate for EL’s, struggling students and to challenge advanced students. The use of technology is used as a way to provide differentiation, additional support and extension.|All elementary students participate in a broad course of study. Instructional minutes address the time distribution to incorporate all courses.  EL students have access as an integrated part of their core curriculum in ELA as well as designated ELD time. Health Education by an outside agency and integrated in the physical education time. Music class( instrumental, choir) is provided weekly for grade 4-5 students.Various Middle Schools have an inclusion model providing access for all students. Regular communication between the regular education teacher and case manager provides support to students with disabilities in core classes. Differentiated instruction by the classroom teacher throughout the day. Project based learning provides an additional access point in all subject areas.  In the upper middle school grades, all students are given schedules that include all broad courses of study. 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. As a whole, EL students take a supplemental ELD class to provide them support to better understand the courses of study. Special Education students have access to all broad courses of study in their designated classes, mainstream class or in inclusion model. Differentiated instruction throughout day using small group instruction-blended learning and hands on inquiry. Family Life is provided in conjunction with partners.|-Availability of electives at all sites.  -Adopted curriculum and alignment for health and CTE -EL’s underrepresented in electives at some sites -The need for a comprehensive health program for all grades.  -AVID is only at one site.|-When creating master schedules focus on providing as much core access to all students in middle school and providing access to electives for ELL and SWD.   -Provided access to Career and College exploration modules for all  -Increase of Visual and Performing Arts at the Elementary level. -Enhanced training on strategies for teachers to support ELL students in core classes as well.  -Looking at possibilities for Advisory at all middle schools||2021-06-24||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
43693690125526|Alpha: Blanca Alvarado|7|BA 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 BA have access to and are enrolled in a broad course of study that includes, per Ed. Code 51210 and our charter petition, English, Math, Social Studies, Science, and Physical Education. Over time, as our school grows and serves more students, we will provide additional course offerings in visual and performing arts.|We have been successful with implementing a broad course of study as outlined in our charter petition. Our primary barrier is enrollment - BA is not fully built out yet so the offerings are not as comprehensive as the fully built out K-8. In addition, a secondary barrier is our ability to source properly certified elective teachers for the breadth of electives we wish to offer.|We will continue to focus on enrollment and building out new grade levels and align offerings accordingly, as outlined in our charter petition and state requirements.||2021-06-24||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
43693770000000|Berryessa Union Elementary|7|Berryessa Union School District (BUSD) is a TK - 8th grade school district that uses Infinite Campus (IC) to track the classes that they are enrolled in.|Students who are English Learners at the middle school level do not have access to electives if they have not been redesignated.  These students are identified at the beginning of the year, who are eligible for these classes.  Once the students are redesignated, they are able to be given their elective back.|The major barrier is for our English Learners.  Students at the middle school level lose their electives when they are not redesignated and take a specific EL class (Long Term ELs & Newcomers).|The district is looking at adding a zero period for our EL students.  Also, the district does not offer world languages.  We are looking at adding that course in the next school year.||2021-10-12||2021                
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 Scheduling|In reviewing school and grade level data for the 2020-2021 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 2020-21 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 exception of students who chose to remain in distance learning throughout the entire school year as a result of the pandemic, even when the district returned to in-person instruction in Spring 2021.    Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies and PE.  However, for the elective courses, students were assigned to an independent learning “Innovation Block” where students were provided a variety of enrichment and PBL learning opportunities to complete independently.  In addition, Students with Disabilities and staff were particularly challenged during distance learning and school closure.  However, staff worked with families and made as many accommodations to ensure FAPE and to meet the learning goals as prescribed in each student's Individualized Education Plan.  Beside what was described above, there were no other 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.|The district's efforts through our review process, 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 the services provided within a self-contained classroom.|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 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.||2021-06-17||2021                
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  Broad Course of study for grades 1-6 per CA Education Code (EC) 51210: -English -Mathematics -Social Sciences -Science -Visual and Performing Arts -Health -Physical Education -Other studies that may be prescribed by the governing board  Broad Course of Study for grades 7-12 per CA EC 51220(a)-(i): -English -Social Sciences -Foreign Language -Physical Education -Science -Mathematics -Visual and Performing Arts -Applied Arts -Career Technical Education -Other studies that may be prescribed by the governing board|In reviewing school and grade level data for the 2020-2021 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 2020-21 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 exception of students who chose to remain in distance learning throughout the entire school year as a result of the pandemic, even when the district returned to in-person instruction in Spring 2021.    Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies and PE.  However, for the elective courses, students were assigned to an independent learning “Innovation Block” where students were provided a variety of enrichment and PBL learning opportunities to complete independently.  Students with Disabilities and staff were particularly challenged during distance learning and school closure.  However, the staff worked with families and provided accommodations to ensure FAPE and to meet the learning goals as prescribed in each student's Individualized Education Plan.  Besides what was described above, there were no other 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 meet the needs of all students.|The district's efforts through our review process, 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 the services provided within a self-contained classroom.|The district 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 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.||2021-06-17||2021                
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  Broad Course of study for grades 1-6 per CA Education Code (EC) 51210: English Mathematics Social Sciences Science Visual and Performing Arts Health Physical Education Other studies that may be prescribed by the governing board  Broad Course of Study for grades 7-12 per CA EC 51220(a)-(i): English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education|In reviewing school and grade level data for the 2020-2021 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 2020-21 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 exception of students who chose to remain in distance learning throughout the entire school year as a result of the pandemic, even when the district returned to in-person instruction in Spring 2021.    Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies and PE.  However, for the elective courses, students were assigned to an independent learning “Innovation Block” where students were provided a variety of enrichment and PBL learning opportunities to complete independently.  Students with Disabilities and staff were particularly challenged during distance learning and school closure.  However, the staff worked with families and provided accommodations to ensure FAPE and to meet the learning goals as prescribed in each student's Individualized Education Plan.  Besides what was described above, there were no other 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 meet the needs of all students.|The district's efforts through our review process, 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 the services provided within a self-contained classroom.|The district 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 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.||2021-06-17||2021                
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  Broad Course of study for grades 1-6 per CA Education Code (EC) 51210: -English -Mathematics -Social Sciences -Science -Visual and Performing Arts -Health -Physical Education -Other studies that may be prescribed by the governing board  Broad Course of Study for grades per 7-12: CA EC 51220(a)-(i): -English -Social Sciences -Foreign Language -Physical Education -Science -Mathematics -Visual and Performing Arts -Applied Arts -Career Technical Education -Other studies that may be prescribed by the governing board|In reviewing school and grade level data for the 2020-2021 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 2020-21 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 exception of students who chose to remain in distance learning throughout the entire school year as a result of the pandemic, even when the district returned to in-person instruction in Spring 2021.    Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies, and PE.  However, for the elective courses, students were assigned to an independent learning “Innovation Block” where students were provided a variety of enrichment and PBL learning opportunities to complete independently.  Students with Disabilities and staff were particularly challenged during distance learning and school closure.  However, the staff worked with families and provided accommodations to ensure FAPE and to meet the learning goals as prescribed in each student's Individualized Education Plan.  Besides what was described above, there were no other 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 meet the needs of all students.|The district's efforts through our review process, 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 the services provided within a self-contained classroom.|The district 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 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.||2021-06-17||2021                
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  Broad Course of study for grades 1-6 per CA Education Code (EC) 51210: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education & Other studies that may be prescribed by the governing board  Broad Course of Study for grades 7-12 per CA EC 51220(a)-(i): English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, & Career Technical Education|In reviewing school and grade level data for the 2020-2021 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 2020-21 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 exception of students who chose to remain in distance learning throughout the entire school year as a result of the pandemic, even when the district returned to in-person instruction in Spring 2021.    Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies and PE.  However, for the elective courses, students were assigned to an independent learning “Innovation Block” where students were provided a variety of enrichment and PBL learning opportunities to complete independently.  For Students with Disabilities, staff was particularly challenged during distance learning and school closure.  However, the staff worked with families and provided accommodations to ensure FAPE and to meet the learning goals as prescribed in each student's Individualized Education Plan.  Beside what was described above, there were no other 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 meet the needs of all students.|The district's efforts through our review process, 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 the services provided within a self-contained classroom.|The district 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 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.||2021-06-17||2021                
43693930000000|Campbell Union|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information.|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693930106005|Village|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information.|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693930137273|Campbell School of Innovation|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046510|Blackford Elementary|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046536|Capri Elementary|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046544|Castlemont Elementary|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046577|Forest Hill Elementary|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046601|Lynhaven Elementary|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information.|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046619|Marshall Lane Elementary|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information.|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046627|Monroe Middle|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information.|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046668|Rolling Hills Middle|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information.|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43693936046692|Sherman Oaks Elementary|7|Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. At the elementary level, PowerSchool course offerings are reported by content area. Wherever possible, data was pulled directly from PowerSchool, with DataZone, CUSD’s data warehouse solution, used to provide additional information along with principal and staff input and other available posted information.|Core Subjects: Students in TK-8 have access to core subjects including Language Arts, Math, Science, Social Studies, and PE.  Special Education: Resource Specialist Program (RSP) and Speech and Language services are provided to students based on IEP. Special Day Classes (SDC) are provided at Forest Hill, Lynhaven, Monroe, and Rolling Hills. Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including an elective wheel. At both schools, enrollment of Hispanic/Latino, FRL, and EL students does not correlate to elective enrollment, with under enrollment (difference between student group as part of total enrollment versus course enrollment is 10% or more) identified. Sherman Oaks offers a drawing elective to all students. Electives are not offered at CSI, though Innovation Labs connect students to a broad range of subjects in alignment with CSI’s core practices. Additional Programs: Sherman Oaks students take Spanish Language Arts courses aligned to the Spanish Language Arts Standards as part of the Dual Immersion program. AVID is offered at Lynhaven Elementary and Monroe Middle School. English Language Development (ELD) is provided to all EL students. Advanced math courses at Monroe and Rolling Hills offer an accelerated pathway for students to enter high school on track for college preparatory courses.|Electives and Enrichment: Both CSI and Sherman Oaks are growing TK-8 programs, limiting current course offerings. Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day.|Distance Learning: In response to COVID-19, Campbell Distance Learning School opened  for families requiring  year-long distance learning. Throughout 2020.2021 CUSD offered educational models that aligned to health and safety requirements as well as family levels of readiness to return to full time in person learning. Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. As K-8 programs grow at CSI and Sherman Oaks, electives, enrichment, and other course offerings to students in grades 6-8 will expand in 2021.2022. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings to all students. Special Education:  When not directly provided by CUSD, collaboration with the Santa Clara County Office of Education (SCCOE) and Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered, ensuring that students receive Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment for each student.CUSD is working to expand the inclusion model that supports students with exceptional needs in accessing a broad course of study.||2021-06-24||2021                
43694010000000|Campbell Union High|7|CUHSD utilizes a number of tools and procedures to monitor student access to a broad course of study. Students at all comprehensive high schools have access to A-G courses, CTE courses, AP or IB courses, AVID courses, and community college 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 also includes a review of survey, enrollment, and test score data.|The A-G course enrollment was similar (within 1%) to the overall student population for socioeconomically disadvantaged students, English learners, Hispanic/Latino students, and for students with a disability at our comprehensive school sites. There was some variation across comprehensive school sites, with between 94% and 100% of students taking A-G courses.   All high schools, excluding the continuation high school, offer Advanced Placement (AP) or International Baccalaureate (IB) courses. Latinx students, English learners, students with disabilities and socioeconomically disadvantaged students were less represented in AP courses than their peers in 2020-2021. There was a range of participation from 25% to 41% of students in AP or IB courses depending on the school site.   Nearly 2,900 CUHSD students (34%) were enrolled in one or more CTE courses in 2020-2021. The representation of Latinx, English learners and socioeconomically disadvantaged students was slightly lower than the overall student population. Students with disabilities were represented in the same proportion as their enrollment in CTE courses. Participation across comprehensive high school sites ranged from 27% to 48%.|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. Additionally, the continuation high school does not have A-G 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. 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. Moving forward, some sites are evaluating the representativeness of their entry-level honors courses and discontinuing them in order to give all students equal access to grade-level standards.||2021-06-24||2021                
43694190000000|Cupertino Union|7|The District reviewed program offerings in elementary schools, middle school class schedules and enrollment, instructional minutes for middle schools, and feedback from principals|CUSD offers a broad course of study that provides students with a wide-range of enriching, engaging and supportive learning experiences. The following findings were identified: 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 are some of the areas that vary across sites.  2. All middle schools offer a variety of electives and support classes. The number of offerings varies across schools. 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. In addition, the structure of the middle school day (number of periods, length of time in each period, etc.) varies across sites.|Barriers include variation in resources across sites and variation in electives offered at middle schools. Variation in resources is compounded by the revenue and program impacts of declining enrollment.|Currently, the Board is considering school closures/consolidations in order to address the impacts of declining enrollment. Next Step: Determine District priorities for a Broad Course of Study for all students, aligned to our Strategic Plan. Clarify what is “core” for all students and where site variation may occur K-8. Explore middle school schedule shifts in order to achieve equitable experiences for students across all sites.||2021-04-22||2021                
43694270000000|East Side Union High|7|The East Side Union High School District is focusing on the following measures to gauge the extent to which students have access to a broad course of study: 1. Access by English Learners to 3rd year of ELA, Math, and Science courses 2. English Learner AP enrollment  3. Access to the Least Restrictive Environment for Students with Disabilities|Access by English Language Learner Students to a 3rd year of ELA, Math, and Science: The district has a total of 5,798 11th grade student enrolled. 35.7% of these students were enrolled in a 3rd year of Math. 40.5% of these students were enrolled in a 3rd year of English. 39.3% of these students were enrolled in Science.   AP Enrollment: 9.5% of English learner students were enrolled in at least 1 AP/IB course.   Access to the Least Restrictive Environment: 30.4% of students with disabilities access classes with General Education Peers in the least restrictive environment at least 80% of their school day.|The district has determined that course passage during the first two years of English, Math, and Science is impacting the percentage of English Language Learner students who are accessing a 3rd year in the courses. In turn the lack of timely instructional interventions is negatively impacting course passage.   The district policies and practices in the placement of students with disabilities has hindered access to the least restrictive environment.|In order to improve the percentage of students accessing a 3rd year of English, Math, and Science as well AP course, the district is investing in professional development for staff focusing on the use of appropriate instructional strategies and the implementation of accommodations and modifications for English Learners. In addition the district will facilitate the development of common assurances across all sites focused on reflective teaching practices.   The district is examining placement policies and is developing Multi-Tiered System of Support to facilitate the placement and success of students with disabilities in the least restrictive environment with their general education peers.||2021-06-24||2021                
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.|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 child development, entrepreneurship, and others.||2021-06-22||2021                
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.|100% of 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
43694270125617|ACE Charter High|7|ACE utilizes Star Renaissance to monitor baseline and growth of students in both Reading and Math. ACE has students take a baseline at the start of the school year, in the winter to monitor progress and at the end of the year. By the end of the year ACE will determine how much students have grown in reading and math skills. ACE partners with the Achievement Network (ANet) to assess students in grades 9-12, similar to CAASPP Interim Assessments, monitor progress on standards for the year.  ACE utilizes a Multi-Tiered System of Support (MTSS) framework to proactively support ACE students. With MTSS, ACE included PBIS and Response to Intervention Systems as best practices, to build capacity, and provide programmatic guidance for the implementation of MTSS at ACE.  The ACE College and Career Counseling program works with staff to provide a more comprehensive program that aligns with adolescent development milestones and addresses the factors that impact first-generation college students attending and graduating from college.  The goal of the program is to ensure that ALL students choose to attend and graduate from college by the time they leave high school by focusing on a developmental approach to college and career counseling that is designed to meet student’s academic, social-emotional, and post-secondary needs.|ACE believes in a full inclusion education program, where all students receive access to high quality grade level instruction. The use of academic tools, such as Star Renaissance and CAASPP Interim Assessment provide teachers the ability to differentiate instructional needs for each student.   ACE utilizes a Multi-Tiered System of Support (MTSS) framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE Charter Schools.|As ACE students return to in-person instruction, ACE has noticed significant declines in both average daily attendance round a decline in 5% point (from 95% to 90%) as well as increases in chronic absenteeism through the first 2 months of school. In the first two months of the 2019-2020 school year, ACE Charter High School chronic absenteeism rate was 19.1%. This current year’s rate is 34.3% which is an increase of 15.2% .|Due to the COVID-19 pandemic, ACE hired a Director of Academic Programs to work with school leaders and teachers around how to best accelerate student learning. This includes remediation, along with targeting remedial skill building, while continuing to hold high academic standards, with continual instruction of Common Core grade level instruction. ACE also hired additional classroom teachers and teacher assistants to decrease the teacher student ratio. For students' social and emotional well-being, ACE has a full continuum of mental health services and service providers. The Dean of Culture and Outreach, which uses Positive Behavior Interventions and Supports (PBIS) systems to better understand student engagement by balancing a mixture of student consequences and positive reinforcements around behavior interventions and supports. ACE’s PBIS a part of ACE’s MTSS framework.  ACE’s PBIS creates school environments where all students succeed. The hiring of a Director of Student Services was needed to provide guidance and support to the Deans of Culture and Outreach  and to integrate the data, systems, and practices affecting student outcomes.  ACE also implemented a summer bridge program, where students were invited to return to school 10 days prior to the start of school to get reacclimated to a school setting and  engage in culture norms and expectations prior to school starting.||2021-06-16||2021                
43694270130856|Luis Valdez Leadership Academy|7|Not Available|Not Available|Not Available|Not Available||2021-06-16||2021                
43694270131995|B. Roberto Cruz Leadership Academy|7|Not Available|Not Available|Not Available|Not Available||2021-06-16||2021                
43694270132274|Alpha Cindy Avitia High|7|CAHS annually reviews course offerings to ensure students have access, and are enrolled in, a broad course of study aligned with EC 51220 (a-i) for grades 7-12. For grades 9-12, CAHS 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. CAHS 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 at CAHS 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.|We have been successful with implementing a broad course of study as outlined in our charter petition. Our primary barrier is mission and program alignment of our charter requirements with state graduation requirements. The School was not chartered to excel in CTE and applied arts, and does not include physical education in its graduation requirements. In addition, a secondary barrier is our ability to source properly certified elective teachers for the breadth of electives we wish to offer.|We will continue to explore a wider range of elective and AP options.||2021-06-24||2021                
43694274330668|Latino College Preparatory Academy|7|Not Available|Not Available|Not Available|Not Available||2021-06-16||2021                
43694274330676|San Jose Conservation Corps Charter|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. During our enrollment process, every student undergoes a transcript evaluation (by school registrar, reading and mathematics assessments, a success assessment, and, when needed, a review of their IEP (by special education teacher). Our admin team then work to ensure our students are enrolled in the right courses and a broad course of study that advances them towards graduation based on our graduation requirements. At each grading period, the admin team reviews student transcripts to ensure students are taking a broad course of study that advances students towards graduation.|LEA enhances our transcript evaluation and scheduling process in ways that best meet the needs of our student population. A- G course work is offered through the Edgenuity platform.|Some barriers that can prevent our LEA from providing a broad course of study for all students include the fact that our site is small 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 and and in and outs our student experience. 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 working to 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 have partnered with Edgenuity to deliver a wider range of courses. Third, we have implemented 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.||2021-06-03||2021                
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 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 study for elementary school, both within and outside of the regular school day. All 7th-12th grade students have access to a broad course of study within their school offering 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 has 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 child development, entrepreneurship, and others.||2021-06-22||2021                
43694350000000|Evergreen Elementary|7|Evergreen will address priority 7-Access to a Broad Course of Study by examining the following metrics: -SBAC scores district wide and disaggregated by student groups compared to county and state performance. (Most recent) -I-Ready scores for ELA and math for student groups, both unduplicated pupil groups and for students with exceptional needs -Physical fitness gram data -VAPA participation data -Entry criteria for accelerated math pathways at the middle schools -MDTP data -Expanding course offering in CTE -Providing ongoing adopted curriculum and resources in each of the academic areas ELA, math, science and social studies All of these data points have been examined and articulated to stakeholders at various meetings that drive actions and goals in the writing of the strategic plan, LCAP, and school impairment plans for students. In 2019 SBAC scores were as follows for ELA and Math: District wide ELA= 65% Math=62% English Learner ELA=19% Math=21% SED ELA=41% Math=35% SWD ELA=23% Math-=23%|All students in Evergreen have access to the core content classes and core content materials and resources. Data reflects overall student achievement on ELA and math to be in the range of standard met and standards exceeded. However, in closely examining the student group data, we see a disparity in academic achievement.   All of these data points have been examined and articulated to stakeholders at various meetings that drive actions and goals in the writing of the strategic plan, LCAP, and school impairment plans for students. In 2019 SBAC scores were as follows for ELA and Math: District wide ELA= 65% Math=62% English Learner ELA=19% Math=21% SED ELA=41% Math=35% SWD ELA=23% Math-=23% Additionally, the students were assessed in I-Ready and their scores are being disaggregated. Evergreen does not have a clinician to disaggregate student date so this this becomes a very arduous process. LCAP and stakeholders are looking to bring this position into the organization as we understand the power of data and its analysis in making decisions that support every learner.|Barriers are based in equitable practices. We are examining policies and processes that create an equitable infrastructure for students despite the demographic barriers that exist for them. Evergreen is committed to ensuring that equitable policies and practices ensue. We have entered into a 3 year plan and partnership with Nicole Anderson LLC. Every stakeholder will be part of this dialogue beginning with the Trustees of Education in EESD and including every stakeholder thereafter in working from the inside out to shift mental models and remove the barriers that our own institution is perpetuating.|Evergreen is looking to create centers for both academic and social/emotional wellness. These will be created at each of the middle schools. In conjunction with these measures, Evergreen has also written into the LCAP, the creation of an assessment center. Currently, with no such position(s) existing, the bulk of the work falls on site leaders to visit multiple platforms to figure out how students are progressing Additionally, the MTSS model utilized in Evergreen, requires multiple data points that are not only State level prescribed (CAASP) but also local measures like common formative assessments. Evergreen recognizes the missing elements and is working to create these systems so that data and timely cycles of inquiry (COI) and implemented as part of the regular and systematic measures in identifying student needs.||2021-06-28||2021                
43694500000000|Franklin-McKinley Elementary|7|The district uses the Student Information System to ensure all students are enrolled in classes and courses are monitored for middle schools. Each site submits daily schedules and master schedules annually which are reviewed and approved according to the instructional minutes required by grade level. All schools offered English Language Arts/English Language Development, mathematics, social studies, science, and the required physical education minutes. Middle schools offered electives remotely including music, band, culinary arts, arts, STEAM lab and computer science. Electives are also offered at the K-8 schools for students in grades 7-8. Elementary K-6 schools offer music education and arts integrated throughout the school day. Some offer after school enrichment pending available funding. Unduplicated students and students with disabilities are included in these offerings. During the 2020-21 school year, FMSD provided Distance Learning all year long due to the pandemic. Students received a broad course of students through synchronous and asynchronous instruction.|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, Spanish Dual Immersion at Meadows, 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 in General Education settings. Los Arboles offers the co-teaching model in grades K-3; Meadows and Kennedy offer full inclusion in one TK and Kinder class and Lairon now offers full inclusion in grades 4-5.|Distance learning in 2020-21 and the reduced instructional day had limitations in being able to provide a quality broad course of study where all subjects would be equally taught. Science and Social Studies were often taught during asynchronous time. For science , it was challenging to provide science experiences that included experiments and labs. Often materials were sent home and parents supported their children with some of these activities The District offered STEAM week to provide students with opportunities to engage in science and technology demonstrations and hands-on learning. It is also challenging to provide intervention during the day so it often is provided after school or in this year’s case-after synchronous instruction.  In a typical year, the school day for students in grades TK-6 is limited due to instructional minutes and the need to provide a longer Language Arts period. All courses offered by teachers often have to alternate between social studies and science units. Art and music are integrated and teachers use social studies or science themes in Language Arts|With the return to in person learning in 2021-22, the instructional minutes will increase allowing for more time for instruction. MIddle school students will have 6 or 7 periods of instruction. Elementary students will continue to receive all core subject areas and teachers will continue to use social studies and science themes in Language Arts and alternate units of study or provide all subjects during the day in reduced periods depending on the length of the school day. FMSD will continue to support the continued development of STEAM at identified school sites. The district will be piloting K-6 science curriculum and middle school social studies for the 2021-22 year. We will also resume the district writing assessments for the 2021-22 school year. The district is launching an Ethnic Studies Committee for the 2021-22 school year. Learning support specialists will be provided for each site to coordinate intervention support for students to provide additional academic and social emotional support during the day and after school.||2021-06-22||2021                
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 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 nonfiction and fiction passages.|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 revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. 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.|Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our data analysis mindsets and procedures so they lead to improved student outcomes. This focus decides what professional development we give to our teachers. We are also focusing on English Learner supports by planning to train our staff on SIOP (sheltered instruction observation protocol) supports.||2021-06-10||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 and engagement trackers for all students to ensure students are in school to access the broad course of study. In additional, during COVID-related school closures, we emphasized student engagement. Teachers and school leaders where consistently reviewing student engagement data and reaching out to students who were unengaged or not accessing their full course of study. We also began operating Interest Clubs for students, so that students had the opportunity to engage in a self-selected area that sparked their interest.|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 classes and curriculum. 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. As students transition back to fully in-person learning, we will monitor and coach our teachers to make sure the elements of the broad course of study are not lost during the transition.||2021-06-10||2021                
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.|100% of students had access to a broad course of study including courses described under EC section 51210, 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
43694500129247|ACE Esperanza Middle|7|ACE utilizes Star Renaissance to monitor baseline and growth of students in both Reading and Math. ACE has students take a baseline at the start of the school year, in the winter to monitor progress and at the end of the year. By the end of the year ACE will determine how much students have grown in reading and math skills. ACE uses the CAASPP Interim Assessments to track and monitor Common Core grade level standards progress. Interim Assessment Blocks are administered at the end of the first quarter and at the end of the second quarter. At the end of the third quarter, students will take the Interim Comprehensive Assessment as a final progress monitoring tool. After each assessment period, teachers will review student results and data to create re-teaching action plans, with the focus of teaching students what they have yet to master.  ACE utilizes a Multi-Tiered System of Support framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE.|ACE believes in a full inclusion education program, where all students receive access to high quality grade level instruction. The use of academic tools, such as Star Renaissance and CAASPP Interim Assessment provide teachers the ability to differentiate instructional needs for each student.   ACE utilizes a Multi-Tiered System of Support (MTSS) framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE Charter Schools.|As ACE students return to in-person instruction, ACE has noticed significant declines in both average daily attendance round a decline in 5% point (from 95% to 90%) as well as increases in chronic absenteeism through the first 2 months of school. In the first two months of the 2019-2020 school year, ACE Esperanza Middle School chronic absenteeism rate was 14.9%. This current year’s rate is 28.9%, which is an increase of 14% .|Due to the COVID-19 pandemic, ACE hired a Director of Academic Programs to work with school leaders and teachers around how to best accelerate student learning. This includes remediation, along with targeting remedial skill building, while continuing to hold high academic standards, with continual instruction of Common Core grade level instruction. ACE also hired additional classroom teachers and teacher assistants to decrease the teacher student ratio. For students' social and emotional well-being, ACE has a full continuum of mental health services and service providers. The Dean of Culture and Outreach, which uses Positive Behavior Interventions and Supports (PBIS) systems to better understand student engagement by balancing a mixture of student consequences and positive reinforcements around behavior interventions and supports. ACE’s PBIS a part of ACE’s MTSS framework.  ACE’s PBIS creates school environments where all students succeed. The hiring of a Director of Student Services was needed to provide guidance and support to the Deans of Culture and Outreach  and to integrate the data, systems, and practices affecting student outcomes.  ACE also implemented a summer bridge program, where students were invited to return to school 10 days prior to the start of school to get reacclimated to a school setting and  engage in culture norms and expectations prior to school starting.||2021-06-16||2021                
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 course 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 new course proposals and revisions go through a process of site, District Curriculum and Guidance Council, and Board approval.|All sites build their course schedules based on student interests and course requests, demonstrating our District commitment to a student-centered program. Partnerships with local community colleges have brought five dual credit courses/pathways to campuses: Statway (math) and Kinesiology and Child Development, Automotive and Health Pathways. For the 2021-22 school year courses are being added in financial accounting and business law as capstone courses to existing pathways. Additional community college courses have been held on FUHSD campuses for students to take after school through high school concurrent enrollment. While this did not occur during the 2020-21 school year due to the pandemic, the following courses will be offered, many in two course sequences, for the 2021-22 school year: Intro to Programming in Python, Beginning Programming in Methodologies in C++, International Marketing, International Business Management, Creative Minds, Intro to Administration of Justice, Community Relations, General Psychology, and Psychology of Gender. FUHSD and Foothill College are building a CTE Early College program at Fremont High School, in support of students who are traditionally underrepresented in post-secondary programs, with plans for the first cohort of sophomores to begin for the 2022-23 school year. FUHSD is one of the few districts in the county that offers a full 5-level course of study in 4 World Languages.|Our sites develop course 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.|2021-06-22||2021                
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.  The Envision Academy program continues to be offered 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 has  been provided to all schools and administrators in NGSS.   A Virtual Learning Academy was implemented for grades K-12 to allow families an option for independently paced learning during the Pandemic|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 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.  All elementary schools have either been trained or are in the process of  being trained 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 Administrator of Intervention and Enrichment will focus on ways to provide equitable enrichment opportunities for students. The Administrator will also assist with training site staff to support differentiated opportunities within the classroom.   The District is reviewing options to provide access to the Visual and Performing Arts (VAPA)VAPA standards at grades 4-8.  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.   The District will return to full in-person learning in Fall 2021 with an option for families to participate in the Virtual Learning Academy. There is also a contingency plan f||2021-05-20||2021                
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, and garden class once per week. 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. The Music program is currently being developed through the talents of multiple staff members who rotate students/classes in seasonal/cultural music and musical experiences.|At present, there are no barriers that exist preventing any students within the LEA from access to a broad course of study, with the exception of a robust music program, which continues to be a goal of the School to hire and keep a highly qualified music teacher for a part-time teaching assignment.|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. The District continues to seek and retain a high quality music teacher (.4 FTE) to complete its broad course of study offerings.||2021-06-30||2021                
43695000000000|Loma Prieta Joint Union Elementary|7|Our district has instructional planning/pacing guides for its English and math curriculums to ensure that all students receive the core curriculum.  In our middle school, each student is offered the same core curricular classes as well as the same elective wheel options.  In the spring of 2021, all students in grades 3 through 8 were given the iReady assessment battery for English and math.  This helped to ensure that our district had a common assessment in use and helped with assessing student academic progress.  Beginning in 2021-22 school year, all students in grades K through 8 will be given the iReady assessment three times per year to help with monitoring student progress throughout the year.|As we are a small school district of only 430 students in K-8, all students our students receive the same access to all courses.  Each student is provided access to art and music in addition to their core program.  In the area of middle school mathematics, the students are assessed using multiple measures including grades, end of year local measure, and parent input to determine placement in an accelerated math pathway beginning in grade 7.  Students have the opportunity annually to be reassessed for upward movement.|While being small offers our students a more personal educational experience, it also limits the elective opportunities that a student has access to during the year.  In 2021-22, our middle school will be experimenting with the use of a FlexTime period within the day in which to provide student choice on enrichment options and a time to seek remediation opportunities if needed.   Prior to 2021-22, our special education students were further limited on elective options due to using a pull out model for additional special education support within the day.|In 2021-22, our middle school will be experimenting with the use of a FlexTime period within the day in which to provide student choice on enrichment options and a time to seek remediation opportunities if needed.   Beginning in 2021-22, our middle school special education program will be moving to an inclusion-based model that will provide support within their core classes enabling students to also have access to all elective options.||2021-06-16||2021                
43695180000000|Los Altos Elementary|7|LASD uses PowerSchool, the Student Information System, to schedules and manage schedules for all students in TK-8th grade. Every student is enrolled in a broad course of study through PowerSchool.|Elementary Schools: In reviewing school and grade level data for the 2020-21 school year all elementary students had access to a broad course of study as outlined by Education Code with one exception due to the pandemic: Weekly 4-6 Music ended for students returning to 5 day per week in-person instruction in April  Junior High Schools: In reviewing student schedules and associated data for the 2020-21 school year all junior high school students had access to a broad course of study as outlined by Education Code with one exception due to the pandemic: Limited number of electives offered.|For the 2021-2022 all students are enrolled in a Broad Course of Study. The pandemic created a barrier last school year as described above.|All students have access to a Broad Course of Study.||2021-06-08||2021                
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.|At our district's lone middle school, at least one section of 8th grade Algebra, one section of 8th grade Geometry, and at least one lab science class offered. Additionally, at least one section of art and one section of music are offered at every grade level. Each middle school student gets at least one elective class of their choosing each year. Weekly music classes are provided for all elementary school students. Additionally, at least four art lessons each year are provided for all elementary school students. Fourth and Fifth grade students get an hour a week with a credentialed PE teachers and all elementary sites have additional staff (PE specialists) to provide PE for all students.|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).||2021-10-14||2021                
43695340000000|Los Gatos-Saratoga Union High|7|The district uses 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. A graduation status report is used to monitor grade-level course completion of the courses in order to meet the required credits for high school graduation. All students had full access to a broad course of study as defined by California Education Code|All students have full access to a broad course of study as defined by California Education Code. Aeries courses scheduling report and course approval forms are used to ensure all students have access to a broad course of study across school sites. The process of enrolling students includes the use of counselor department meetings, discussions with staff and students, course sequence and pathway informational tools, and course approval form to ensure that students are enrolled in a broad course of study.|No barriers were identified in in the ability to provide access to a broad course of study for all students.  All students were scheduled in courses to meet district 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.|implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students.  English learners were provided with challenging curriculum and tailored instruction that maximized the attainment of high levels of proficiency in English.||2021-06-22||2021                
43695420000000|Luther Burbank|7|All of our students in grades TK-8 have access to the full course of study at our school as monitored through the master schedule;  and we continue to work with staff to continually improve the quality of instruction to achieve the highest level of rigor and relevance for all students.  The district/school utilizes Multi-Tiered System of Support to ensure all students receive they the support needed academically and social emotionally.|Our single school district provides access to a broad course of study along with enrichment opportunities for all students. This is validated by teacher agendas and lesson plans and the master schedule.|All students have access to broad course of study.  However, the district continues to strive to ensure all students are successful. The intensity of intervention is personalized to meet student needs.  This includes variables of time and intensity of service provided ranging from small group instruction to 1:1 high dosage tutoring as well as increasing contact time and student response opportunities both during and after school.  The district/school will also provide a series of parent workshops to model strategies on how to support the child's reading and math development.|We continuously analyze individual student needs based our our iReady  Reading and Math data and teacher assessment.  Intervention support is provided to students to help them access and meet grade level standards.  During the 2021-2022 academic school year, all students in grades TK-5participate in enrichment such as art, maker space and coding and students in grades 6-8 will select an elective each trimester.||2021-06-08||2021                
43695750000000|Moreland|7|We use our student information system (AERIES) to track what classes students are accessing for their daily 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), designated ELD, Music (District Instrumental Music, Starting Arts, District Performing Arts), Art (Art Vistas, Starting Arts), Physical Education (Rhythm and Moves), and Intervention (provided by Classified and Certificated Staff).  Middle School - Daily Schedules (AERIES), designated ELD, Elective Choices (Music, Art, STEAM, PLTW, Cooking, Theater, Spanish, Yearbook, etc.), Physical Education, Health (Positive Prevention), Intervention (provided by Classified and Certificated).|Elementary - In reviewing school and grade level data for the 2020-21 school year, all elementary and 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 are allowed one period of electives.  Sometimes necessary interventions prevent students from selecting an elective of their choice. We also have an interest in providing a foreign language as a middle elective, however, have not found a credentialed candidate for the position.|We adopted a new History and Social Studies curriculum in grades 6-8 for the 2021-22 school year.  This will allow teachers to use an updated version of Teachers’ Curriculum Institute (TCI).  We will continue to implement our social emotional learning curriculum across all school sites and grade levels. This instruction provides our students with the skills necessary to navigate their peer relationships and fully access their academic classes. We consistently look for opportunities  to increase the participation rate of students with special needs in the general education environment.||2021-06-22||2021                
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. Our student information systems integrates with the Santa Clara County Office of Education's Datazone tool which provides tracking of student enrollments, progress, grades, and outcomes that are able to be disaggregated by student groups.|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 mirroring enrollment in advanced placement courses with overall school enrollment. Special Education Program Indicators demonstrate a need for growth in inclusion opportunities in general education classes for students with disabilities.|Prerequisite and need for recommendation as a condition of enrollment have been eliminated.. We conduct purposeful outreach and provide academic support to encourage all students to take specialized courses such as AP, CTE, and visual and performing arts. The main barrier is that there are more courses than a student can take during six periods of instruction. The remaining barrier is student choice.|Purposeful outreach and academic supports are used to encourage all students to take take a challenging course of study. 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. The goal of MTSS is to ensure that all students have the foundational preparation to exercise course choices with confidence and readiness. Graduation requirements are aligned to UC/CSU AG Requirements||2021-06-15||2021                
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 and this data is available in School Pathways, a Student Information System. Besides the core curriculum (math, social studies, science, and language arts), all students received instruction in Spanish and physical education taught by instructors that specialize in these areas. CSMH has developed a full inclusion program for our students with exceptional needs|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.||2021-06-22||2021                
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.  MVWSD was able to continue to offer art, music, physical education, response to instruction and Puberty Talk during distance learning.  The programs were delivered virtually.  Students were provided art supplies and musical instruments for use at home.   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 2020-21 school year all elementary students had access to a broad course of study as outlined by Education Code with some exceptions due to the pandemic: Internet access was unstable for some students Access to hands-on science instruction was inconsistent Physical Education, art and music was done virtually for the majority of the school year  Middle Schools:  In reviewing student schedules and associated data for the 2020-21 school year all middle school students had access to a broad course of study as outlined by Education Code with some  exceptions due to the pandemic: Internet access was unstable for some students Foreign Language (Spanish) was not offered at Graham Middle School as a teacher was unable to be hired. All students were placed in an elective wheel instead of being able to choose electives Physical Education was done asynchronously  Response to Instruction periods were not part of the schedule, instead core teachers provided small group instruction.|Elementary School The district spent most of 2020-21 in distance learning which required adjustments to the daily schedule including:  Internet access was unstable for some students Music, art and physical education were taught virtually When schools reopened in hybrid music and art continued to be virtual due to COVID restrictions.  Physical education was taught outside for in person students and had to be made asynchronous for students still in distance learning  Middle School The district spent most of 2020-21 in distance learning which required adjustments to the daily schedule including: Internet access was unstable for some students Physical Education classes were delivered asynchronously All students were placed in an elective wheel instead of being able to choose electives Response to Instruction periods were not part of the schedule, instead core teachers provided small group instruction. The District was unable to hire a foreign language teacher (Spanish) teacher at Graham Middle School|MVWSD has done the following in order to better provide students access to a broad course of study:    Overall The District is planning to open in August 2021 with regular schedules with students in person learning five days per week.  This will mitigate many of the issues encountered in 2020-21.  Physical education, art and music classes are planned although COVID restrictions will dictate how instruction is delivered (outside, virtual etc.)  Middle Schools The middle schools will return to the eight-period schedule which allows all students to have at least one choice elective and includes: Response to Instruction periods Co-taught classes Math courses that start all students on a pathway to Algebra 1 or Geometry in 8th grade The addition of a Spanish teacher at Graham middle school Choice electives for all students||2021-06-17||2021                
43696090000000|Mountain View-Los Altos Union High|7|To examine the 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 carefully considered to ensure there is a wide range of options for every student.   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 its overall rate from 80% to 83%. LAHS has 83% completion and MVHS has 84% completion.   21% of ELs at both sites completing a-g requirements. Our reclassified ELs at MV met a-g at 78% and at LAHS 69% met completion. MVHS increased the percentage of SWD from 34% to 42%. LAHS has 17% SWD meeting A-G. SED has had the highest gains at MVHS from 50% to 53%. SED at LAHS has increased as well from 51% to 60%.  Numeracy and strong math skills are a goal at MVLA. This is measured by Algebra II compilation with a C+ or better before they graduate.  MVLA aims to surpass the 95% target of successful completion of Algebra II for all students. We accomplished this by having 96% of students met the target at both sites, excluding moderate to severe SWD. ELs also had strong gains from 18% to 50% completion. Reclassified ELs reached high levels of attainment, including 94% at MVHS and 88% at LAHS. SWD at LAHS had gained with SWD from 55% to 61%. MVHS also had gained with SWD from 72% to 75%. SED students had a significant gain in this target, including from 62% to 84% at MVHS and from 74% to 82% 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 socioeconomic 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.   Professional Development on Implicit Bias was a part of our staff training this past year. Schools are also working on literacy skills and are training on creating equitable grading and assessments as a means to continue to support all students and in particular our Latino students.   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 an SAI setting or 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.||2021-10-12||2021                
43696170000000|Mount Pleasant Elementary|7|Mount Pleasant Elementary School District uses the master schedule to monitor and ensure that all students have access to a broad course of study.|One hundred percent of the students in Elementary and Middle School have access to, and enrollment in a broad course of study.|Please see the response to question four.|In the 2020-21 school year, the District used the master schedule to evaluate if all students had access to a broad course of study. For the 2021-22 school year, the District is planning to work with an advisory group to assess the District systems/practices through the lens of Diversity, Equity, Inclusion, and Belonging to re-evaluate if all students have access to a broad course of study; recommendations and or actions may result from this work.||2021-06-23||2021                
43696176048045|Ida Jew Academies|7|The Ida Jew Academy utilizes the master schedule to monitor and ensure that all students have access to a broad course of study.|One hundred percent of the students in Elementary and Middle School have access to, and enrollment in a broad course of study.|Please see the response to question four.|In the 2020-21 school year, Ida Jew Academy used the master schedule to evaluate if all students had access to a broad course of study. For the 2021-22 school year, the Ida Jew Academy is planning to work with an advisory group to assess the District wide systems/practices through the lens of Diversity, Equity, Inclusion, and Belonging to re-evaluate if all students have access to a broad course of study; recommendations and or actions may result from this work.||2021-06-23||2021                
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 purchasing new Science materials for adoption and use in 2022-23.  Our plans for piloting science curriculum materials in 2020-21 for 2021-22 adoption had to be postponed due to affects of the COVID-19 physical school closures. For middle schools, we will look at options to reduce the number of intervention periods for our English learners from two periods to one period so that they can have access to at least one choice elective. We'll look at options for more co-taught classes and shortening response to instruction periods from two to one for students with IEPs in these response to instruction classes.||2021-06-17||2021                
43696330000000|Orchard Elementary|7|Briefly identify 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. (response limited to 1,500 characters) Orchard is a TK- 8th school. All elementary students have access to a broad course of study. The standards for each grade have been identified and are followed. ELD walkthroughs occur to ensure ELD standards are being addressed. In middle school all students are enrolled in English, math, social studies, science, P.E. and one additional course (enrichment).|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, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. Orchard is a TK- 8th school. All elementary students have access to a broad course of study. The standards for each grade have been identified and are followed. ELD walkthroughs occur to ensure ELD standards are being addressed. In middle school all students are enrolled in English, math, social studies, science, P.E. and one additional course (enrichment).|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. There are no 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.||2021-06-10||2021                
43696410000000|Palo Alto Unified|7|All students in grades TK-5 receive art, music, and PE in addition to core subjects. In secondary schools, multiple means are used to track access to and enrollment in a broad course of study. (Course Catalogs identify prerequisites, course content and expected workload; High School Time Management Planning Forms support course registration that balance academic and non-academic pursuits; High School Individualized Four-year Plans ensure students fulfill graduation/A-G requirements; and individual planning meetings with school counselors and college/career advisor.) Data on graduation rates, AP enrollment, and A-G completion rates are presented to the Board yearly. Access for students with special needs is measured by progress monitoring reports from IEPs. Special education also uses progress monitoring reports from specialized intervention curriculums used in its programs (Language Live). IEP writing software generates user reports that indicate that special education teachers are using this tool to write appropriate goals for special education students. Service providers maintain service logs to monitor all IEP services are implemented as outlined in the IEP. Transition plans become legally mandated at 16 years of age and are developed to address the broad course of study for secondary students and whether or not their secondary experience will culminate in a certificate of completion or a high school diploma.|The following track student access to and enrollment in a broad course of study. 1) High schools (HS) offer the minimum 17 course requirements per California Education Code. Secondary course catalogs outline additional required courses which are available to all students meeting the prerequisites 2) HS offers courses that meet A-G eligibility and graduation requirements 3) Elementary and middle school required courses are open without restriction to all students. 4) Elementary students with disabilities, ELs, and students receiving Tier 2 and 3 intervention have access to options that support their learning. Both HSs have adopted open enrollment. AP Potential Data including PSAT results are reviewed annually by Outreach Counselors at both HSs encouraging eligible students to enroll in a broad course of study. Enrollment and successful completion in honors and AP courses is reviewed annually to inform recruitment. Data show the majority of students are enrolled in a broad course of study. Specialized Academic Instruction is available preschool through adult transition. Site differences pertain to programs supporting students with extensive learning disabilities. Co-teaching is available for qualifying secondary students with possible expansion into elementary. Site schedules reflect inclusion of students with special needs in mainstream courses. In order to address the needs of all students, the District has expanded programming to reflect a full continuum of service options.|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. Special Education: More staff development is needed to understand how to appropriately align grade level standards to the needs of diverse learners to make sure they’re appropriate. More staff development is needed to help teachers differentiate between learning needs of students for whom English is a second language and students who demonstrate characteristics of learning disabilities. Teachers need more support in learning to balance maintaining high academic expectations with providing appropriate scaffolding. In addition, training is needed in the areas of accommodations and implementation of student’s IEPs.|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 after school 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. Special Education: The District will establish a MTSS team to develop and implement a robust multi-tiered system of supports to use district-wide. Provide professional development on the District-wide MTSS to the leadership team and all staff. Develop a proposed master bell schedule that includes intervention time that is embedded during the school day. Provide professional development in the area of strategies for EL students, data points to monitor EL students’ progress, and how to distinguish between an EL learner and indicators that a student has a learning disability.||2021-06-08||2021                
43696660000000|San Jose Unified|7|Grades K-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.  In TK-5, students are assessed at a minimum of 4 times per year in ELA/SLA with Istation ISIP reading assessment. They have the option of assessing up to once a month. K-5 writing is assessed up to 3 times per year through genre specific Writing Performance Assessments, Narrative, Informational, and Opinion/Argument. 3-8 NWEA math assessments are administered 4 times per year. All data is used to identify trends as a district, but are also broken down by school site, grade level, and sub groups to identify student needs and develop goals. 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. Student progress in ELA is measured by a common Writing Performance Assessment administered twice a year. Student progress in math is assessed by the NWEA MAP assessment administered three times a year in grades 6-8, Algebra I, Geometry, and Algebra II. In addition, site administrators and central office staff conduct regular walkthroughs to monitor implementation of instructional strategies, grade level standards.|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. Implementation if grade-level standards and curriculum is not as strong in Arts, Music, and Career Technical Education Courses due to the wide variety of courses offered across school sites.|Grades 1-12: The length of the school day is our primary barrier.|Grades 1-12: We are currently focusing on continuing to improve literacy, math instruction, and science instruction with implementation of NGSS. This will improve the implementation of this course of study.||2021-06-24||2021                
43696660131656|ACE Inspire Academy|7|ACE utilizes Star Renaissance to monitor baseline and growth of students in both Reading and Math. ACE has students take a baseline at the start of the school year, in the winter to monitor progress and at the end of the year. By the end of the year ACE will determine how much students have grown in reading and math skills. ACE uses the CAASPP Interim Assessments to track and monitor Common Core grade level standards progress. Interim Assessment Blocks are administered at the end of the first quarter and at the end of the second quarter. At the end of the third quarter, students will take the Interim Comprehensive Assessment as a final progress monitoring tool. After each assessment period, teachers will review student results and data to create re-teaching action plans, with the focus of teaching students what they have yet to master.  ACE utilizes a Multi-Tiered System of Support framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE Charter Schools.|ACE believes in a full inclusion education program, where all students receive access to high quality grade level instruction. The use of academic tools, such as Star Renaissance and CAASPP Interim Assessment provide teachers the ability to differentiate instructional needs for each student.   ACE utilizes a Multi-Tiered System of Support (MTSS) framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE Charter Schools.|As ACE students return to in-person instruction, ACE has noticed significant declines in both average daily attendance round a decline in 5% point (from 95% to 90%) as well as increases in chronic absenteeism through the first 2 months of school. In the first two months of the 2019-2020 school year, ACE Inspire Academy's chronic absenteeism rate was 9.7%. This current year’s rate is 33.8%, which is an increase of 24.1%t.|Due to the COVID-19 pandemic, ACE hired a Director of Academic Programs to work with school leaders and teachers around how to best accelerate student learning. This includes remediation, along with targeting remedial skill building, while continuing to hold high academic standards, with continual instruction of Common Core grade level instruction. ACE also hired additional classroom teachers and teacher assistants to decrease the teacher student ratio. For students' social and emotional well-being, ACE has a full continuum of mental health services and service providers. The Dean of Culture and Outreach, which uses Positive Behavior Interventions and Supports (PBIS) systems to better understand student engagement by balancing a mixture of student consequences and positive reinforcements around behavior interventions and supports. ACE’s PBIS a part of ACE’s MTSS framework.  ACE’s PBIS creates school environments where all students succeed. The hiring of a Director of Student Services was needed to provide guidance and support to the Deans of Culture and Outreach  and to integrate the data, systems, and practices affecting student outcomes.  ACE also implemented a summer bridge program, where students were invited to return to school 10 days prior to the start of school to get reacclimated to a school setting and  engage in culture norms and expectations prior to school starting.||2021-06-16||2021                
43696740000000|Santa Clara Unified|7|College and Career counseling aligned to ASCA model (percent of student contacts with counselors that align to the ASCA CC counseling model.)  College and Career indicator|SCUSD Board Policy 6146.1 outlines our graduation requirements and A-G default enrollment which requires that all students have access to and enrollment in a broad course of study.  As outlined in our 2021-2024 LCAP, CTE for all students is being supported as a way to offer a broader course of study.  Counselors meet with all students with priority given to English Learners, Foster Youth and students from low income families to assure a broad course of study.  A relative success is that the 2019-20 Four Year Cohort Graduation Rate stayed stable both overall and for student groups. AP Course enrollment remained stable overall and AP exam pass rates increased overall, and for all student groups. Another highlight was the increase in percentages of cohort graduates both overall and in most student groups, including Hispanic students and students with disabilities, who completed all coursework for UC/CSU entrance. There was also a significant increase in students meeting “Prepared” status based on the College and Career Readiness Indicator.|Master scheduling and staffing can sometimes be a barrier.|We are continuing to improve the course offerings at our sites by adding interdisciplinary sites, project based learning and competency based learning structures.  We are also implementing inclusive classrooms including co-teaching at the high school level in order to broaden our offerings for our students with disabilities.||2021-06-24||2021                
43696820000000|Saratoga Union Elementary|7|Elementary School: Daily class schedules (Powerschool and teacher created) Core subjects (Mathematics, English language Arts, Science, Social Studies, PE) 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,  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:  Social-emotional Learning curriculum implementation along with PBIS. RMS:  investigating block schedule,  piloting NGSS and curriculum implementation, Updated Spanish curriculum materials, CORE will review culturally responsive novels. Elementary:  ELA/ELD, phonics pilot and curriculum implementation, NGSS adoption in winter 2021, the possibility of adding orchestra to 5th-grade music offerings||2021-06-24||2021                
43696900000000|Sunnyvale|7|At the elementary level, we track enrollment in a broad course of study via Powerschool, daily class schedules and Starting Arts schedules. All students receive instruction in the core subjects, in addition to English language development for those students identified as English learners. At the middle school level we utilize Powerschool to track students’ enrollment in a broad course of study.|At the elementary level, all students are enrolled in a broad course of study as defined by California Education Code 51210. All students receive instruction in English, mathematics, social sciences, science, visual and performing arts, health, and physical education. All English learners receive English language development based on their English fluency level. At both middle schools, all students are enrolled in English language arts, math, science and physical education/health. Students also enroll in electives based on student interest. At Sunnyvale Middle School, students can choose one elective from courses in Spanish, career technical education, visual or performing arts, applied arts, STEAM, physical education, AVID, and social movements/justice. At Columbia Middle School, students can choose from courses in Spanish, career technical education, visual or performing arts, applied arts, STEAM, leadership, AVID, and social movements/justice.|The Sunnyvale School District is committed to providing students with focused instruction based on student needs. Recent changes in the middle school schedules allow English Learner students to enroll in an elective as well as receive their English language development (ELD) time and support. 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 receive Designated ELD or intervention supports during Academic Support Time (AST).  At Columbia Middle School, students receive Designated ELD or intervention supports during a Flex period.|At the middle school level, sheltered science courses have been developed to allow all students, including English learners, access to a broad course of study. Our students with special needs have full access to middle school coursework through inclusion. Columbia Middle School has developed a Flex period and Sunnyvale Middle School has developed an Academic Support Period (AST) 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.  In the 2021-2022 school year, at Columbia Middle School, a zero period was added to the schedule to provide access to all courses of study for students in the two-way dual immersion program, Juntos.  In the future, this zero period could be utilized for greater enrichment or intervention.||2021-10-15||2021                
43697080000000|Union Elementary|7|For the 2019-20 school year, Union School District utilized 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 (PE) minute tracking spreadsheet to ensure students are adequately enrolled in the recommended number of minutes required by educational code. For the 2020-21 school year, PE minutes were not required and thus the tracking spreadsheet was not used, however all students continued to receive PE instruction through distance/hybrid learning with all middle school students enrolled in PE courses. In addition, student engagement and participation was tracked via attendance tracking spreadsheets and attendance codes via PowerSchool. This data was then monitored and additional support provided through our community liaison for students who needed additional support engaging with school courses of study.|Historically, 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, both middle schools provided an advisory class to support all students through distance/hybrid learning.|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. For the 20-21 school year, the district was not able to progress towards eliminating these gaps, but will make the commitment to further explore options for coming years.|In the 2019-20 school year, the addition of a zero period STEM class at Dartmouth Middle School increased access to a broad course of study for students who were enrolled in other electives or interventions and who did not have a chance to participate during the six period school day. While this zero period did not occur in the 2020-21 school year due to the pandemic, it is a class we continue to explore adding in order to reach more students. In addition, during distance/hybrid learning in 2020-21, STEAM and STEM were integrated digitally to a small handful of students.  With classes resuming in person, it is our commitment to provide increased access by ensuring Makerspaces are equipped with supplies and staff to support student learning. In order to broaden access to more current curriculum, the district will also continue to pilot state approved curriculum in both Science and History/Social Studies, expanding from the middle schools into our elementary schools. Additional next steps include the continued exploration of: Career Technical Education courses and increased elective choices for student subgroups at both middle school sites.|Met|2021-06-14||2021                
43733870000000|Milpitas Unified|7|MUSD employs a number of local measures and tools to track the extent to which all students have access to, and are enrolled, in a broad course of study.  DNP/DNL Attendance Data Site rubrics for small cohort IPL instruction Aeries Student Information System Daily Class schedules at the Elementary Schools Master Schedules at the Secondary Schools Access to  CTE, A-G, AP enrollment and successful completion rate by subgroups Dual Enrollment Data|MUSD provides a board access to course of study per the California Education Codes 51210 and 51220(a)-(i) for elementary and secondary students, respectively. Broad Course of study for grades 1-6: California Education Code 51210								 								 ?  English			 								 ?  Mathematics							 			 ?  Social Sciences						 				 ?  Science ?  Visual and Performing Arts			 						 ?  Health						 						 ?  Physical Education					 						 ?  Other studies that may be prescribed by the governing board  								 Broad Course of Study for grades 7-12: California Education Code 51220(a)-(i)		 								 ?  English						 						 ?  Social Sciences				 							 ?  Foreign Language				 							 ?  Physical Education				 							?  Science						 						 ?  Mathematics					 						 ?  Visual and Performing Arts		 								 ?  Applied Arts					 						 ?  Career Technical Education|In reviewing school and grade level data for the 2020-21 school year, all sites had access to a broad course of study as outlined by Education Code with some exceptions due to the pandemic. The exceptions/barriers are listed below.  Internet access was unstable for some students  Access to some hands on activities (science labs etc., PBL opportunities) Lack of 100% IPL; resulted in virtual teaching of PE and elective classes IEPs, ELs services and classes were offered in small in-person cohorts and virtually.|MUSD provided Wifi connectivity hotspots to address internet stability. In-person cohorts were created during distance learning, allowing identified students to receive in-person learning supports.||2021-06-08||2021                
43771490137315|KIPP Navigate College Prep (SBE)|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.|100% of 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.|Not applicable.|KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.||2021-06-02||2021                
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 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 1,200 students. Our students enter our programs with their own history and educational experience. We take the time to learn about each student, what has worked in the past, what has not worked and what their goals are. Each student who enters our programs has an intake to get to know our program offerings and for us to learn more about the student. This process helps us transition the student into our programs. The unique needs of the student are also addressed and plans are put into place upon enrollment to connect students with team members to provide appropriate support such as special education services, coordination of Foster Youth support, services for students experiencing homelessness, counseling, or multilingual program support for English Learners. All of our students have access to a broad course of study, counseling, food, work-based learning, employment counseling, language acquisition support as needed, special education services, and an individually tailored academic experience. Many of our students in our Court and Community programs are behind in credits and enroll with existing learning gaps.|In response to our results, the following actions are planned: assign more instructional assistants to support students with high needs, increase CTE pathway offerings as well as dual enrollment throughout our school programs, offer supplemental tutoring and expanded learning opportunities, participate in professional learning and countywide learning opportunities for History-Social Science, Next Gen Science Standards, multilingual support, social-emotional support, and racial justice and equity.||2021-06-24||2021                
44697320000000|Bonny Doon Union Elementary|7|Bonny Doon UESD is fully committed to all TK-6 students receiving 100% access to all components of the core program. This requires collaborative scheduling protocols to ensure students qualifying for additional services (examples include special education, academic intervention, and social emotional counseling) retain full access to visual and performing arts, physical education, special events and opportunities designed in a high quality comprehensive education. In our small single school district with an enrollment of under 110 students in grades TK6, there can be no exceptions to the guarantee that students access the full course of study. 100% of all BDUESD students are guaranteed full access without exception. There are no barriers at this time. This outcome is due to flexible and creative scheduling practices founded on the unwavering commitment to all students and modeled by our faculty and staff. We will continue to feature course access in our Local Control and Accountability (LCAP) plan.|All Bonny Doon UESD TK-6 students have access to, and are enrolled in, a broad course of study.|We do not have any identified barriers preventing access to a broad course of study.|Bonny Doon UESD will continue ti collaborative scheduling protocols to ensure students qualifying for additional services (examples include special education, academic intervention, and social emotional counseling) retain full access to visual and performing arts, physical education, special events and opportunities designed in a high quality comprehensive education.||2021-06-17||2021                
44697570000000|Happy Valley Elementary|7|To ensure that students have access to all courses of study and opportunities, 100% of the students enrolled have access to Art, Music, Life Lab, Library, in addition to their core subjects. A master schedule is provided so students who are receiving specialized or supportive services are not pulled out during any of their core or elective subjects.|100% of all students are enrolled and have access to a broad course of study.|There are no barriers from preventing access to a broad course of study.|Based on our stakeholder surveys, HVS will be revisiting the SEL program,  will redefine discipline policies and procedures and will update the website and newsletter.||2021-10-13||2021                
44697650000000|Live Oak Elementary|7|A key feature of our elementary program is a scope and sequence for grades TK-5 that lays out the expectations for English Language Arts (ELA), Math, Social Science, and Science and is aligned to an assessment calendar. Current trimester benchmark assessments focus only on ELA and Math: STAR Reading and Math, SIPPS, and Reading Fluency). Site-level RTI teams pull disaggregated data every 8 weeks, a process which both ensures teachers are giving assessments and that all students have taken it. The teams use this data to build groups based on proficiency level and create a "Watchlist" of students to target for additional support. This repeated review of data maintains accountability for students and teachers by identifying any achievement gaps and looking at possible causes (such as lack of access to content).|Teachers submit a daily schedule to their Principal that indicates when and how much time is dedicated for student access to each content area aligned with District grade-level instructional minutes (scheduling conflict/overlap would be evident from these documents). The enrichment (PE, Art, Music) schedule is created to ensure that students are not pulled out during these times in order to ensure access to a broad course of study.|The District has worked strategically to create a schedule that minimizes pulling students out of class (and thus accessing a broad course of study). For instance, ELD strategy groups are scheduled during class-level writing workshops to minimize pull-out times for providing designated ELD instruction. The only exceptions would be students receiving services indicated in their IEPs such as counseling, occupational therapy, and speech. A lack of service providers to provide for flexibility in scheduling across three school sites is certainly a barrier to ensuring the District can consistently provide access to a broad course of study for this subgroup of students. Another barrier, common to education, is the lack of time available to provide all services without removing the student from the classroom during a specific subject area or recess.|The following revisions and new actions will be put in place starting in 2021-22 to provide further assurances of access to a broad course of study for all students. The RTI "Walk to Learn" model will be defined at each school site to ensure access to a broad course of study for all students and allow for differentiated instruction for students reading at or above grade level. Site-level mentors will provide professional development to teachers on how to structure their classroom schedules to ensure integrated and designated ELD take place in the classroom on a daily basis (eliminating the need for any pullout programs for EL students). The District will structure the new Math RTI program as a push-in model, thereby ensuring that students do not miss out on classroom instruction. The District will ensure access to standards-based science instruction by specifying the number of hours expected to be taught per week by grade level, and the completion of two hands-on experiments in each of the two FOSS NGSS modules (Physical Science and Earth Science). Social students curriculum will be piloted in 2021-22 and expectations for access will follow adoption.|Middle School: The middle school uses the student information system (Infinite Campus) to build a master schedule that ensures every student (including those from unduplicated student groups, and/or individuals with exceptional needs) has access to six courses of study: English Language Arts, Math, Science, Social Studies, PE, and an elective of choice. Reports are run through the system to identify any errors (such as a student being assigned to two science classes). When errors arise, they are fixed in a timely manner by a school administrator. The biggest barrier in providing a broad course of study is when the school also charged with providing IEP-related services during the school day. It is difficult to provide these services (such as speech, counseling, occupational therapy) without pulling the student out during class. In order to address this barrier, school administrators work with parents to prioritize pull-out times that are responsive to student needs. In looking toward 2021-22, the middle school is exploring different bell schedules, including after school time, to provide tutorial and intervention support for all students. The school will also reinstate zero period to provide an ELD class and ensure electives are available to all students. (Zero period was not possible during the 2020-21 school year and the corresponding Distance Learning schedule.)|2021-06-16||2021                
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.|All 155 students at Tierra Pacifica are enrolled in a broad course of study in self-contained classrooms.  Currently, fourteen 8th graders are enrolled in Algebra 1 (9th grade math).|Due to recent staffing changes, music is not currently being offered to students on a weekly basis, and art and PE are being taught by general ed teachers and volunteers.|Tierra Pacifica continues to facilitate volunteer teachers of the arts, languages and physical education, supervised by classroom teachers, to help supplement areas of study covered in self-contained classrooms.||2021-09-14||2021                
44697810000000|Pacific Elementary|7|Pacific students access a very broad course of study, especially considering the limited financial support from state and federal sources and the size of the school.  K-4th-graders participate in a garden-based Life Lab program. 5th-6th-graders participate in the award-winning Food Lab cooking program.  Every other year, the school contracts with a local theater program called West Creative Performing Arts to produce a play. During non-pandemic years, K-6th-graders receive music instruction. And, K-6th-grade students all participate in fairly extensive place-based education through field trips.|Each program utilizes locally-created assessments to ascertain the effectiveness of the individual programs.  The results show that each program has been fairly successful each year.  Most programs, however, were cancelled this past year due to the pandemic.  Fortunately, at this time, we are planning to restart all but the music program for the next school year, as indoor music instruction still does not seem to be Covid-safe.|Funding is always a barrier to more extensive programming. Fundraising helps supplement the budget, but is insufficient to bridge the gap between what we would like to offer and what we receive from state and federal sources.|We have temporarily suspended music instruction due to Covid protocols, but all other programs are currently being implemented.||2021-09-21||2021                
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. All elementary students have access to core subject areas including designated and integrated English Language Development.  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. Through release teachers, elementary students have access to arts, physical education and/or science.  In grades 6-12, at the Jr. High, Middle School and High School level, all students have access to Language Arts, Math, Science, Social Studies, PE and ELD (as needed).  Art, music, computer science and other electives are available for students as well. At the end of each year, the district analyzes the number of students enrolled in AP courses and the number of students passing AP exams. The information is disaggregated by student sub groups.|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, 80% of the Pre-K students are identified as kindergarten ready.  All elementary students have access to Language Arts, Math, Science, Social Studies, Health, physical education and English Language development.  Over the last four 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, PE or Science  teacher assigned that works with groups of students. The arts is less consistent in the upper grades of elementary schools.  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 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. For families who choose to stay in online learning,  PVUSD Virtual Academy was created to enroll students K-12 in an online rigorous course of studies.|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, this boils down to funds and the length of the day.  At the high school level, some schools offered multiple sections of low level courses or singletons which lock their schedules from accessing other courses.|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 receive 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, our CTE  Signature pathways were built out for each high school.  Additionally, we are currently focusing on improving NGSS implementation by providing both traditional and outdoor PD and piloting quality instructional materials.||2021-09-08||2021                
44697990117804|Ceiba College Preparatory Academy|7|Ceiba endeavors to have all students meet the UCOP A-G requirements and does so through a master schedule that ensures that each cohort or grade level will be on track to graduate, meeting all requirements, by the time they are seniors. Our college counselor and registrar conduct annual audits of student transcripts to ensure that these goals are met. Students are also provided the opportunity to take Cabrillo College courses at the beginning of each semester. Ceiba solicits student interest via Google Forms.|Ceiba College Preparatory Academy operates under a full inclusion model that guarantees that all students, in all age groups, grades, and subgroups, are provided with full and appropriate access to a complete course of study. Ceiba recently purchased new state-aligned instructional materials in all grade levels and subject areas to ensure comprehensive access for all students. Dual enrollment in Cabrillo College courses dipped during COVID, and Ceiba hopes to see over 50 students annually participate in Cabrillo College classes moving forward.|At this time, the primary obstacle that Ceiba faces in providing access to a broad course of study is reduced engagement during COVID and Distance Learning which led to many students failing required courses. Their energy and time are now directed to recovering those lost credits, reducing the number of options and pathways they can take to satisfy graduation requirements.|After reviewing the Master Schedule, Ceiba hopes to offer more than one AP class and a senior-level mathematics class annually to begin in the 2022-23 school year. We currently have positions posted for these roles.|Ceiba has ensured standards-aligned instruction is happening in all A-G classes through the purchase of instructional materials. Ceiba also, for the first time ever, is offering Environmental Science and Anatomy & Physiology.|2021-11-02||2021                
44697994430229|Pacific Coast Charter|7|Pacific Coast Charter School (PCCS) is a unique K-12 personalized education option that blends independent study and home-school learning with academic and enrichment programs, workshops, tutorials and field studies taught by credentialed teachers. PCCS values a self-directed, self-paced educational environment that includes access to a variety of learning opportunities and methods, including independent study, hybrid classroom settings, enrichment workshops, dual enrollment with local community colleges, and online courses. Students may blend various opportunities and methods to meet their unique learning needs. Students are encouraged to take responsibility for their educational goals, develop lifelong learning skills, and explore areas of special interest. PCCS provides students with a Common Core, standards based curriculum that utilizes PVUSD adopted textbooks, along with a variety of other educational resources that support student learning. All students are assigned a supervising teacher that provides oversight, curriculum, and support across all subject areas.|All students and student groups are served by a supervising teacher who provides the curriculum and support that is needed for them to be successful.|The independent study program at PCCS does not prevent any student or student group from having access to a broad course of study.|PCCS will continue to provide all of its students with access to a wide range of educational opportunities and curriculum under the direct supervision of their designated teacher, utilizing a learning plan that is uniquely designed for each individual student.||2021-05-24||2021                
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.|Criteria is Met.|2021-05-25||2021                
44697996049720|Linscott Charter|7|Linscott Charter School uses class schedules, report cards, English Language Learner identification, and Individualized Education Plans to track access to a broad course of study.|The locally selected measures demonstrate all Linscott Charter School students have access to a broad course of study. All students receive Physical Education, our K-6 grade students receive instruction in music, and our 5th-8th graders spend time each week in Exploratory classes to enrich the educational program.|There is not a barrier to providing a broad course of study for all students.|Based on locally selected measures, Linscott Charter School is currently providing a broad course of study for all students.||2021-10-19||2021                
44697996049829|Alianza Charter|7|We are a 90/10 Two-Way Dual Immersion school focusing on Spanish and English and we have systems in place to ensure students have access to 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 dependent charter, therefore, a school of choice.  Families elect to enroll their children at our school where the foundation is Spanish literacy.  Our school uses Adelante by Benchmark for Spanish Language Arts in grades K-6, grades 7-8 have teacher designed Spanish Language Arts Units, Bridges is used for mathematics in grades K-5, College Preparatory Math is used for grades 6-8, MyViews is used for English Language Arts in grades 4-5, MyPerspectives is used for English Language Arts in grades 6-8, English Language Development is provided to students K-8 through science and social studies teacher created units, Mystery Science is used for students in grades 4-5, Amplify is used for students in grades 6-8, physical education is provided to students K-8, Systematic Instruction in Phonological Awareness, Phonics and Sight Words is an intervention used with grades 3-4, Impact is used for social studies in grades 6-8 and Visual and Performing Arts (teacher created units) is provided to students in grades 1-3.|As a dependent charter we are able to adopt our own curriculum and do not always align with our district schools.  However, our students have access to most of the digital platforms and applications that the district provides to all students.  Currently most of our curriculum is aligned with the district.|Our current barriers exist in middle school due to the fact that we are uniquely small.  Given the course work that has to be provided to students in a dual immersion program there is limited access to electives other than Spanish.|Currently we are looking at restructuring our middle school program and how to bring in more electives for our students.  This year we have been able to implement art.||2021-05-18||2021                
44697996119077|Watsonville Charter School of the Arts|7|NWEA/ MAP testing is used to academically monitor all students.  CAASPP is used to also assess all students 3rd-8th grade.  We send out student and parent surveys, we include English Learner families in all site based decision making as a member of our Site Leadership team and our ELAC committee.  We provide free food to all children.  We send out all communication to our families in the language that they have selected.  We use ELPAC to monitor the language growth of our English Learner students.  We use the SIPPS mastery assessments to measure phonological growth in all students.  We have gathered DIBELS assessment data for Kinder through third grades to screen students who are in need of reading intervention.|100% of our students are enrolled in a broad course of study due to the implementation of the California Common Core Standards in every classroom in every grade.  We have adopted curriculums that are aligned with the Common Core Standards such as Eureka Math, Units of Study for Teaching Reading and TCI for Social Studies.  We use curriculum based assessments to measure growth within unit specific standards and provide training to teachers based on those curriculums.  All students have access to art and music instruction within their classrooms.  Students with IEPs have access to the mainstream curriculum as well as intervention curriculums such as Read Naturally.   Students who are struggling academically or families who are struggling financially have access to the After School Program which provides Homework intervention.|We do not have barriers to providing a broad course of study for all students.|We have worked to implement the MTSS process site wide in order to reach the needs of all students, understand the struggles of those students who are not having a high degree of success and to challenge students who are academically advanced.  We have worked to implement PBIS at our site for the past two years to ensure that all students have access to a positive school environment that has fair and equitable discipline policy which is clear to all stakeholders. Our GSA (Gay Straight Alliance) works to provide a safe environment for all students to attend school no matter their self identification status.  We are continually training our teachers in the implementation of the Units of Study curriculum in order to provide a rigorous and engaging reading and writing curriculum. AVID has been a tool our middle school teachers have begun to use in order to gain college readiness for all students.  Naviance is in the beginning phases of implementation in order to again ensure college and career readiness.||2021-10-05||2021                
44698070000000|San Lorenzo Valley Unified|7|Students have access to a broad course of study and that is verified through the SLVHS Master Schedule and PowerSchool enrollment. Student counseling reports indicate the number of academic counseling sessions students have access to in each grade level beginning in 6th grade and extending through the 12th grade.|64.5% of SLVHS graduating students meet CSU and UC requirements for A-G coursework requirements. All students are enrolled in standards-aligned course work, and progress monitoring includes site level grade reviews to monitor success rates.|Students have access to a broad course of study and that is verified through the SLVHS Master Schedule and PowerSchool enrollment.|The district will continue to work on college and career readiness through partnerships with Cabrillo College, SCCOE Career Technical Education, and S4C to continue offering high interest and relevant curriculum in the CTE Pathways classes. The district has a dual-enrollment agreement with Cabrillo College that allows students to enroll and complete college-level coursework and simultaneously earn high school graduation credit. The district will also offer Summer Learning Programs through the 2021 summer session that include:  Reader's, Writer's and Math Workshop for first and second grade students. The district will offer third through eighth grade Elevate Math, and sixth through ninth grade Elevate Computer Science, utilizing a contract with the Silicon Valley Education Foundation. High school students will have the option to take core content classes like, Science, Math, ELA, Spanish, and PE during the summer session. Curriculum team teachers will be planning for fall intervention sessions beginning in the summer, using the Summer Collaboration sessions that are paid for through the district Instructional Services Department.||2021-06-16||2021                
44698070110007|Ocean Grove Charter|7|All students have access to a broad course of study through a diverse offering of instructional opportunities and materials for grades TK-12. Locally selected measures are compiled and tracked in the school’s SIS. These measures include: 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. 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 first semester. Results are used to formulate an individualized learning plan. Students who score below grade level on this assessment are provided additional support to close the achievement gap. For students in grades 8-12, annual School Counselor 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.   Additional details can be found at: https://docs.google.com/document/d/1-GkLc657DOh7YRCXbqQ3BK5UgKghtTimccBRt0JF-98/edit?usp=sharing|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 and print curriculum, and instructional classes are available. Additionally, several school organized field trips are offered each month. Students in grades 9-12 can select from 150+ a-g approved courses, each with a syllabus specifically tailored for independent study.  Students can also engage through online group discussions, community vendors, or online synchronous courses. Students can complete a CTE certification in 12 different career pathways. The school counselor works individually with each student in grades 8-12 to help them design a broad course of study. The outcome of those meetings is a 4-year planner that outlines the courses and methods of instruction that will best suit each individual student’s needs. For students who have an IEP and English Learner students, please see full narrative (url at bottom).   We are able to serve many different sectors of exceptional students. Students who choose an accelerated program can take honors, AP, and college courses during high school. For students who have an IEP and English Learner students, please see full narrative (url at bottom).  Additional details can be found at: https://docs.google.com/document/d/1-GkLc657DOh7YRCXbqQ3BK5UgKghtTimccBRt0JF-98/edit?usp=sharing|As an Independent Study charter school in California, the school experiences some inherent barriers associated with the student population spread out over the large geographic area of several counties. Compared to site-based schools, the identified barriers described here are unique to Independent Study schools. The school has created learning opportunities for all students, including offering local field trips, 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.   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.  Despite these barriers, all students have access to a broad course of study. Additional details can be found at: https://docs.google.com/document/d/1-GkLc657DOh7YRCXbqQ3BK5UgKghtTimccBRt0JF-98/edit?usp=sharing|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. The school continues to use Low Performing Student Block Grant funding to provide students with focused instruction on ELA and math test preparation, intervention tutoring, and learning opportunities as they enter our school.  For the 2018-2021 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.    For the 2020-21 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.   Additional details can be found at: https://docs.google.com/document/d/1-GkLc657DOh7YRCXbqQ3BK5UgKghtTimccBRt0JF-98/edit?usp=sharing||2021-06-02||2021                
44698150000000|Santa Cruz City Elementary|7|All students in elementary school (TK-5) participate in a rich and broad course of study. All elementary students are scheduled into core academics which include literacy, mathematics, science, history/social studies and physical education. English learners participate in our English learner program and special education students are programmed into core classes and/or, as in the case of SDC, have access to core curriculum. All students participate in special classes including library, art, music and life lab. Another measure includes the requirement of each site to publish a school schedule that reflects this broad course of study. Another measure includes the monitoring of special education schedules which reflect that students are not pulled out for services.   The requirement of all students to participate in the curricular program described above ensures access. Additionally, elementary Principals, RtI Coordinators and Elementary Counselors track student progress in this broad course of study and additional interventions and supports for unduplicated student groups and individuals with exceptional needs are put in place based on our tiered MTSS system and plan at each site. All Special Education students have access to core curriculum with appropriate accommodations and modifications. All students, including English learners, unduplicated student groups and students with exceptional needs participate in library, art, music and life lab.|Elementary classroom schedules for core academics (literacy, mathematics, science, history/social studies, English language development, and physical education) and schoolwide schedules for special classes (library, art, music, and life lab) reflect that every student participates. Special education schedules, such as resource support, speech, and adaptive physical education, also reflect that students are not pulled out for services during core academic times nor special enrichment classes.  In literacy, 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, hstory/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.|The greatest challenge to access to includes students who need additional support and intervention and working to ensure that student remain in their core and special enrichment classes. To address this, staff pushes into literacy blocks to support students and language routines and other differentiated supports are integrated in Tier 1 literacy, mathematics, history/social studies and science instruction.   Another challenge is ensuring that students with exceptional needs participate in special courses such as library, art, music and life lab. Paraeducators, one-on-one aides and additional accommodations are regularly put in place to ensure participation.|Santa Cruz City Schools continues to monitor student participation in academic programs and have planned interventions and other supports during the regular school day in core and special classes as well as after school. Again, support is "pushed into" core classes to ensure that students continue to have access to a broad course of study. Additionally, we have made every effort to ensure that students with exceptional needs are provided the same program as general education students, including SDC teachers who use Board approved core curriculum in their courses with appropriate modifications and accommodations.||2021-06-16||2021                
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.  Both our LCAP goals and secondary site School Plan (SPSA) goals include increased participation of unduplicated students in all grade spans in A-G successful course completion. This is supported by our expansive Advancement Via Individual Determination (AVID) programs at both the middle and high schools, and open access to Honors and Advancement Placement courses at all levels.   Middle and High Schools' broad course of study includes courses at each grade level in the following content areas: English Language Arts History Social Sciences Science Mathematics Foreign Language (Spanish 1) Physical Education Visual and Performing Arts (Art, Band, Choir, and Beginning Music) Applied Arts (Woodshop and Coding) High School courses also include Applied Arts elective courses, Visual and Performing Arts elective courses, World Language courses, and over thirty different Career and Technical Education courses.|Our data shows a substantial increase of representation of unduplicated students over a 10-year period (from 48% in 2010-11 to 65% in 2021-22). Individuals with exceptional need are provided the same course of study (as appropriate based on need) and paraeducators are deployed to support these students in these classes with appropriate accommodations and modifications are put in place. Additionally, our CTE courses reflect our demographics and show high unduplicated student enrollment.|Santa Cruz City Schools offers a broad course of study to all students as described in #2. One barrier includes English Learners and other students in need of support who partake of intervention courses during the school day. Participation in these courses, albeit critical to improve academic progress for some students, may prevent them from taking an elective or other course that is not in a core academic area. We have addressed these issues by, firstly, focusing on first good teaching in all of our grade spans so that students are on grade level and able to participate in all offered courses in which they have interest. Secondly, we have moved interventions to zero periods, and continue to offer a myriad of supports after school. Additionally, we have two high school sites that offer 8 periods so that students may participate in both intervention courses as well as elective courses.|Our work on access for all students has spanned over 10 years. This has included opening access to Honors and Advancement Placement courses, ensuring all 9th graders take Biology, offering academic supports for students so they can successfully complete courses and expanding our AVID program. Protocols such as transcript audits with a focus on unduplicated students has been implemented and continue at each of our high school sites. Access to a broad course of study is a priority for our counselors and site administrators at each secondary site.||2021-06-16||2021                
44698234430187|Delta Charter|7|Delta's course descriptions and master schedule provide a wide array of courses to set students up for an on-time graduation. Each quarter transcripts are updated and students meet with their parents/guardians and advisor to discuss their progress in school and look over their transcripts. Students also complete credit reviews and grad plans in their advisory courses. Schedules are frequently adjusted to address credit earning needs and shifts in program.|Our students have full support with dual enrollment at our local community college and because of our proximity to the school, over half our students take a college course before graduating. Students' dual enrollment and persistence in the courses are tracked and the data is shared regularly with the staff.|Delta's barriers to having a broader course of study lie in our facilities. We are such a small school, with limited classrooms, that we are prevented from expanding our offerings. For example, Delta would love to have a science class with lab tables, however, our space is too small to accommodate that type of furniture.|Delta continues to develop our partnership with our authorizing district to develop CTE pathways for students. We also seek additional ways to help students access Cabrillo classes to supplement courses we don't offer and/or begin their college journey early.||2021-10-12||2021                
44698490000000|Soquel Union Elementary|7|SUESD is a kindergarten through eighth-grade school district. As such typical high school data collection and metrics do not apply. Student demographic data through our local student information system, in addition to CALPADS SEIS, and ELPAC have helped us to determine that up until this school year English Learners or non-mainstreamed students with IEPs had limited access to electives  at our single middle school. Collaborative work among the school's leadership team helped to remove that barrier this year.|After a thorough review of CALPADs, ELPAC, SEIS, and our local student information systems, we can see little difference in access to a board course of study at the elementary level (3 schools) and the middle school (1 school).  For SUESD students in grades 1 through 6, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. For SUESD students in grades 7 through 8, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Technical Electives/Career Technical Education.  All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Access to core academic content and courses that lead to graduation and 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.|Access to a broad course of study was moderately limited until the 2021-2022 school year, but has been mitigated for students who have been identified as needing additional academic or language support, by adding additional periods, a flex period for all, and diagnostic supplemental assessment data programs.|Our district consistently views data to ground discussions about student programming, course offerings, and improved access through new and current equity work. The most recent work relates to equitable grading practices and student access. This work has begun with a small pilot core of teachers and staff and is anticipated to grow schoolwide at our middle school across all courses. In addition, student experience and voice will also be solicited in new ways including student ad-hocs, shadowing, and interviews.||2021-10-06||2021                
44754320000000|Scotts Valley Unified|7|Scotts Valley Unified School District (SVUSD) tracks access to a broad course of study. Course enrollment reports dallow the District to identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs, and analyze data and track students post-graduation. 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.|SVUSD provides  a full CTE program with two pathways, extensive IB courses, Arts at all levels, varied elective offerings and common core aligned, standards-based core curriculum.|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. There are strong Special Education 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. Each team has an English Learner team with coordinators who look student by student to ensure equitable access.|SVUSD will be partnering with the Santa Cruz County Office of Ed to provide an additional CTE pathway for students. This pathway is an IT pathway designed to support students in expanding their understanding of technology and IT as it pertains to computers and network services.||2021-06-22||2021                
44754320139410|California Connections Academy Monterey Bay|7|Course offerings are evaluated each year to ensure staff credentials are best utilized and student interest and need are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class period or to specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has also begun the implementation of an internal credit recovery program called Project Success. During the 2019-2020 school year, historically at-risk high school students passed an average of 75% of their classes in the Project Success program. During the 2020-2021 school year, the average pass rate has increased to 86.3%. These early successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization ran its own in house summer school program for the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. We had a 77% pass rate and an 85% summer graduation rate for those in their last year of high school.|This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.|While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.|For the 2021-2022 school year, the high school electives department and counseling developed a new course request tool. The purpose of this tool was to ensure that all students were able to see all elective course offerings during their spring registration period. Great care was taken to ensure all courses appeared on the tool prior to the spring registration period.|California Connections Academy (CalCA) schools are online charter schools. The broad course of study offered is outlined in the school charter. Through the online instructional delivery model, students have a very wide range of options for coursework. They are able to access a course of study that addresses their individual needs in a personalized manner, ranging from remedial to advanced options. All high school students have access to a very wide range of UC a-g approved coursework, including many Advanced Placement courses. Because of  the nature of online instruction and the use of the school’s Educational Management Platform, demographic, geographic and socioeconomic factors do not create the same barriers for accessing the school’s broad course of study as they might in some traditional public schools.|2021-06-22||2021                
45104540000000|Shasta County Office of Education|7|A variety of courses are available in Edgenuity that provides access for students- including a-g course options, credit recovery courses as well as CTE and social-emotional learning opportunities. A course scope and sequence is included with all Edgenuity courses which can be modified to meet the student's needs. Recently, staff spent many hours breaking down the Edgenuity curriculum into one credit units to provide additional avenues to ensure student success. Flexible learning options for students including hybrid and virtual learning environments. Students are all provided with Chromebooks to ensure access to the curriculum. Edgenuity assignments and assessments include a combination of depth of knowledge levels to ensure that students are continually challenged. Relevant learning activities include building models, writing business letters, resumes as well as assignments around global issues such as human trafficking|All students have access to a variety of programs and students are provided with assistance via teachers, college/career counselor and administration to prepare them for their academic, personal, and career goals. Students take a College & Career Exploration Course as well as complete a career interest inventory survey. Both the school counselor and the college and career coordinator provide a variety of opportunities to give students exposure to virtual college tours, field trips, career fairs, and work experience opportunities. All students and their parents/guardians attend an extensive pre-enrollment and orientation to clearly communicate the schools' programs, offerings, and expectations.|Real-world experiences are fostered through bringing in guest speakers, working with the California Conservation Corps, as well as events that incorporate learning about global issues such as Earth Day. Students also have the opportunity to earn their CPR, First Aid and Food Handlers certificate.|Teachers communicate standards and expected performance levels frequently with students by reviewing assessments and assignments weekly during virtual and in-person meetings. Teachers not only focus on academic curriculum, but also on social-emotional learning. Differentiated instruction is based on students preference and need and tutoring services are readily available.||2021-06-23||2021                
45104540111674|Chrysalis Charter|7|The LEA uses the curriculum taught in our K-8 school to track the access to a broad course of study.  Minutes outside the regular classroom for students with exceptional needs are kept to a minimum with push in support provided so students are missing as little time as possible from the general education classroom.|As a single school district their is no difference across sites for access to a broad course of study.  A review of the school schedule last year identified students with learning differences were pulled from general education classes at times to receive services.  For the current school year, we have adapted our school bell schedule to allow for an enhancement period so students with exceptional needs are missing very little classroom time.|Time out of the classroom for students with an Individual Education Plan was the biggest barrier to access.|Chrysalis Charter School changed the master bell schedule and hired and additional para professional to allow for more time for ALL students to participate in the general education classroom and the broad course of study.||2022-06-09||2021                
45104540132944|Redding STEM Academy|7|Redding STEM is using classroom schedules, IEP and 504 documents, and teacher lesson plans to track the extent to which all students have access to a broad course of study, including unduplicated students and students with exceptional needs.|All students at Redding STEM are enrolled in a broad course of study. Effort is made to ensure that students with special needs work in the least restrictive environment and have access to all curriculum as designated in their IEP or 504.|There are no barriers to students having access to a broad course of study. Redding STEM was able to reach out to families who did not have internet access and was able to provide hotspots to each family that needed one, so all families were able to engage in their daily classroom lesson when learning from home.|No revisions were needed as the school has a solid plan for ensuring that all students have access to a broad course of study.||2021-10-13||2021                
45698560000000|Anderson Union High|7|Through an analysis of state and local indicators and input from stakeholders we have determined that our primary focus is to prepare students academically for success post-graduation in college and/or career. We will accomplish this through the following overarching actions: 1. Provide an academic program that prepares students to meet the requirements of college expectations regardless if the student actually chooses to enroll or not. 2. Through specific counseling and classroom activities, engage parents in the four-year academic plan for their student(s). 3. Provide multiple opportunities to support students who struggle academically and/or socially so they may reach their full potential.  Key LCAP actions to support these actions are: 1. Ensure that all students are in an identified CTE pathway and/or A-G course of study. • Upgrade instructional materials • Professional development to support “A-G” and CTE programs. • Expanding College Connection and Dual Enrollment opportunities. • Providing ongoing college and CTE awareness activities for students and parents/guardians. • Providing academic support and recovery programs to ensure access and equity for all students. • Implementation of district-wide benchmark assessment program to enhance collaboration, as well as identifying students  individual needs and relevant supports|Through an analysis of state and local indicators and input from stakeholders we have determined that our primary focus is to prepare students academically for success post-graduation in college and/or career. We will accomplish this through the following overarching actions: 1. Provide an academic program that prepares students to meet the requirements of college expectations regardless if the student actually chooses to enroll or not. 2. Through specific counseling and classroom activities, engage parents in the four-year academic plan for their student(s). 3. Provide multiple opportunities to support students who struggle academically and/or socially so they may reach their full potential.  Key LCAP actions to support these actions are: 1. Ensure that all students are in an identified CTE pathway and/or A-G course of study. • Upgrade instructional materials • Professional development to support “A-G” and CTE programs. • Expanding College Connection and Dual Enrollment opportunities. • Providing ongoing college and CTE awareness activities for students and parents/guardians. • Providing academic support and recovery programs to ensure access and equity for all students. • Implementation of district-wide benchmark assessment program to enhance collaboration, as well as identifying students individual needs and relevant supports.|With the District’s commitment to the mission of “AUHSD employees, in collaboration with parents/guardians, will prepare all students for post-secondary success through various educational opportunities in a safe and comfortable environment”, as well as District Strategic Goals: 1) provide a rigorous and relevant curriculum to prepare students for CSU/UC, career pathway or transition goals, 2) recruit, hire and retain highly qualified employees, 3) provide relevant quality staff development opportunities, 4) strengthen partnerships with all stakeholders, 5) provide safe, secure and well maintained facilities, and 6) maintain a fiscally balanced budget that is positively certified; the goal of “All students will be progressing toward graduation in an identified CTE pathway or in an “A-G” course of study”, remains a cornerstone of our District’s mission and strategic objectives. Vetted through stakeholder input, the school-community remains committed to providing a rigorous course of study that creates and maintains meaningful 21st Century post-secondary opportunities for all students. Anyone on of the items could be a barrier preventing AUHSD from providing access to a broad course of study for all students.|Through an analysis of state and local indicators and input from stakeholders we have determined that our primary focus is to prepare students academically for success post-graduation in college and/or career. We will accomplish this through the following overarching actions: 1. Provide an academic program that prepares students to meet the requirements of college expectations regardless if the student actually chooses to enroll or not. 2. Through specific counseling and classroom activities, engage parents in the four-year academic plan for their student(s). 3. Provide multiple opportunities to support students who struggle academically and/or socially so they may reach their full potential.  Key LCAP actions to support these actions are: 1. Ensure that all students are in an identified CTE pathway and/or A-G course of study. • Upgrade instructional materials • Professional development to support “A-G” and CTE programs. • Expanding College Connection and Dual Enrollment opportunities. • Providing ongoing college and CTE awareness activities for students and parents/guardians. • Providing academic support and recovery programs to ensure access and equity for all students. • Implementation of district-wide benchmark assessment program to enhance collaboration, as well as identifying students individual needs and relevant supports||2021-06-15||2021                
45698720000000|Bella Vista Elementary|7|For elementary school students, we 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 middle 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. Enrollment rates are reported and monitored schoolwide by grade level, ethnicity, and all accountability student groups.|All students are provided with a broad course of study. There are no differences across student groups to access the broad course of study. Each year, our staff, analyze the courses provided to students to ensure they have a well-rounded education and that we meet the broad course of study requirements.|There are no barriers to preventing the district from providing access to a broad course of study. All students in grades 5-8 are provided with the following classes: PE, music, foreign language, interventions, science, electives, English language arts/English language development, social students and mathematics.  Students in grades TK-4 are provided with a self-contained classroom with English language arts/English language development, mathematics, science, PE, VAPA, and social studies. Students are also supported with Social Emotional Learning supports.|We will continue to implement the programs that we have in place to ensure we provide a broad course of study for all students.  Electives are reviewed and revised each year to ensure we keep our programs engaging for students. Professional development is based on analysis of student data and staff feedback in order to address areas for improvement.||2021-06-09||2021                
45698800000000|Black Butte Union Elementary|7|We use our master schedule to ensure our students have access to a broad course of study. Teachers work with the principal, counselor and admin assistant to ensure all students have the correct classes for the school year.  Every trimester, the schedule is reviewed and intervention groups and electives are established based on formative assessments.|All students are provided with a broad course of study. There are no differences across student groups to access the broad course of study. Each year, our staff analyze the courses provided to students to ensure they have a well-rounded education and that we meet the broad course of study requirements.|There are no barriers to preventing the district from providing access to a broad course of study. All students in grades 5-8 are provided with the following classes: PE, music, foreign language, interventions, science, electives, English language arts/English language development, social students and mathematics.  Students in grades TK-4 are provided with a self-contained classroom with English language arts/English language development, mathematics, science, PE, VAPA, and social studies. Students are also supported with Social Emotional Learning supports.|We will continue to implement the programs that we have in place to ensure we provide a broad course of study for all students.  Electives are reviewed and revised each year to ensure we keep our programs engaging for students. Professional development is based on analysis of student data and staff feedback in order to address areas for improvement.||2021-06-24||2021                
45699140000000|Cascade Union Elementary|7|We use our master schedule to ensure our students have access to a broad course of study. Teachers work with the principal, counselor and admin assistant to ensure all students have the correct classes for the school year.  Every trimester, the schedule is reviewed and intervention groups and electives are established based on formative assessments.|All students are provided with a broad course of study. There are no differences across student groups to access the broad course of study. Each year, our staff analyze the courses provided to students to ensure they have a well-rounded education and that we meet the broad course of study requirements.|There are no barriers to preventing the district from providing access to a broad course of study. All students in grades 5-8 are provided with the following classes: PE, music, foreign language, interventions, science, electives, English language arts/English language development, social students and mathematics.  Students in grades TK-4 are provided with a self-contained classroom with English language arts/English language development, mathematics, science, PE, VAPA, and social studies. Students are also supported with Social Emotional Learning supports.|We will continue to implement the programs that we have in place to ensure we provide a broad course of study for all students.  Electives are reviewed and revised each year to ensure we keep our programs engaging for students. Professional development is based on analysis of student data and staff feedback in order to address areas for improvement.||2021-06-10||2021                
45699140135624|Tree of Life International Charter|7|All students in every grade participate in weekly Global Music classes, and a variety of electives including Garden, American sign Language, French, multicultural Art, Multicultural Dance, Technology, Musical theatre, Recycling Club, health and nutrition class, and more. All students in grades 4-8 can participate in weekly band and strings classes. If they can't afford an instrument rental, the parent club donates to provide scholarships for those students. All students regardless of economic status participate in a week-long sleep over Science Camp in grades 5-6 with scholarships and fundraisers for those who can't afford the cost.|All 300 students at Tree of Life are enrolled in a Spanish/English Dual Immersion Program and are receiving instruction daily in both languages, acquiring 2nd language skills and 21st Century skills at the same time.  In Grade 5, students begin a 3rd language elective and have a choice at this time between French, Techno English and American Sign Language. As the school grows, we would like to offer other 3rd language electives such as Japanese or italian. All students in grades 7-8 are provided college and career instruction and research opportunities. Eighth graders will participate in local internships in business or community based organizations. Students will chose their specific area of interest and arrange for their own internships.|The barrier at this time is space. We are in the middle of a building project to add 6 additional portable classrooms to our site for the additional elective offerings.|Building project is underway. New staff has been hired for music and arts, and will be added and programs expanded as the school continues to grow over the next 5 years to its full size of 500 students in TK-8th grade.||2021-06-15||2021                
45699220000000|Castle Rock Union Elementary|7|Our LEA regularly surveys each classroom to ensure all students have access to state mandated curriculum. We meet weekly to discuss student and staff needs and we create shared goals to make sure our unduplicated students and individuals with exceptional needs have access to needed tools.|Our single school district is monitored by each teacher and by the administrator in person to ensure that each student is enrolled in a broad course of study as mandated by the state and that students have appropriate enrichments, supports and services.|We have not found any current barriers while we meet in person. When our school needs to go on distance learning there are times when a student cannot access the internet. To help with this we send home chrome books and hot spots. If these cannot work in a student's location we create a paper version of all academic learning and deliver it to the student's home.|We have multiple ways to access curriculum if a student is not able to attend class or acces remote learning.||2021-09-16||2021                
45699480000000|Columbia Elementary|7|For elementary school students, we 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 middle 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. Enrollment rates are reported and monitored schoolwide by grade level, ethnicity, and all accountability student groups.|In 2020-2021, 100% of elementary school students received a broad course of study, as evidenced by report card grades in each of the six content areas: English, mathematics, social studies, science/health, VAPA, and PE. All student groups received a broad course of study regardless of ethnicity.  Other student groups such as English learners, foster youth, homeless, students with disabilities and low income students received a broad course of study.|Currently there are no barriers for accessing a broad course of study for all students. Staffing shortages or lack of qualified teachers for specific subjects could be a barrier in the future.|The Principals work with grade level teams to build coverage into the instructional calendar for the  school year. The district will continue to provide professional learning to improve instruction which integrates existing research and knowledge 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 professional training for all staff based on data analysis and identified areas of need. Using the data and feedback from the staff, the district can more effectively work together to make improvements in the classroom, school sites, and in students’ lives.||2021-06-24||2021                
45699480134122|Redding School of the Arts|7|RSA utilizes the Aeries SIS to track students and ensure students are enrolled in a broad course of study, K-8.  This tool includes tracking for unduplicated student groups, and individuals with exceptional needs served.|100% of our students have access to and are enrolled in a broad course of study, which includes English Language Arts, Math, Social Science, Science, Visual and Performing Arts, and Physical education. (K-6th)  Health is covered within the Science curriculum but not as a stand alone subject.  Students in 7th-8th grade are enrolled and have access to English Language Arts, Math, Social Science, Science, Visual and Performing Arts,  and Physical education.  They are provided exposure to Applied Arts and Career Technical Education through grade level participation in various events and activities such as career day at local colleges, presentations from local high schools, instruction in robotics courses, technology based teachings within other courses of study, Professional career presentation at select theme days during the year, etc.   2/3 of the school population are enrolled in our mandarin foreign language program.|We have no barriers to providing access to a broad course of study for all students.|We will continue to implement the same Aeries SIS system to track and enroll students in a broad course of study annually.||2021-06-22||2021                
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 WASC accredited offering an extensive course list of a-g courses for all high school students.  Each year a High School Guide/Catalog is distributed to all high school students.  It includes specific course information and options and is 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 and supports parental choice in curriculum at all grade levels.  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.|SVA does not have any barriers that prevent 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 2021-2022 school year and teachers will receive CTE Pathway training to understand each option.||2021-05-13||2021                
45699550000000|Cottonwood Union Elementary|7|We use our master schedule to ensure our students have access to a broad course of study. Teachers work with the principal, counselor and admin assistant to ensure all students have the correct classes for the school year.  Every trimester, the schedule is reviewed and intervention groups are established based on formative assessments.|All students are provided with a broad course of student. There are no differences across school sites or student groups to access the broad course of study. Each year, as a staff, we analyze the courses provided to students to ensure they have a well-rounded education.|There are no barriers to preventing the district from providing access to a broad course of study.  All students in grades 5-8 are provided with the following classes: PE, music, foreign language, interventions, science, electives, English language arts/English language development, social students and mathematics.  Students in grades TK-4 are provided with a self-contained classroom with English language arts/English language development, mathematics, science, PE, VAPA, and social studies. Students are also supported with Social Emotional Learning supports.|We will continue to implement the programs that we have in place to ensure we provide a broad course of study for all students.  Electives are reviewed and revised each year to ensure we keep our programs engaging for students.|Teacher shortages and substitute shortages have been a challenge to all districts in the state.|2021-06-22||2021                
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. A 4-week letter would be sent to notify parents if a teacher is misassigned.|All students have access to, and are enrolled in, a broad course of study across school sites.|N/A|N/A||2021-06-09||2021                
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; Enterprise has 0 misassigned teachers. A 4-week letter would be sent to notify parents if a teacher is misassigned.|All students have access to, and are enrolled in, a broad course of study.|N/A|N/A||2021-06-09||2021                
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||2021-06-09||2021                
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 and Music. 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, Design Lab and Yearbook.||2021-06-03||2021                
45700110000000|Happy Valley Union Elementary|7|We use our master schedule to ensure our students have access to a broad course of study. Teachers work with the principal, counselor and admin assistant to ensure all students have the correct classes for the school year.  Every trimester, the schedule is reviewed and intervention groups and electives are established based on formative assessments.|All students are provided with a broad course of study. There are no differences across student groups to access the broad course of study. Each year, our staff analyze the courses provided to students to ensure they have a well-rounded education and that we meet the broad course of study requirements.|There are no barriers to preventing the district from providing access to a broad course of study. All students in grades 5-8 are provided with the following classes: PE, music, foreign language, interventions, science, electives, English language arts/English language development, social students and mathematics.  Students in grades TK-4 are provided with a self-contained classroom with English language arts/English language development, mathematics, science, PE, VAPA, and social studies. Students are also supported with Social Emotional Learning supports.|We will continue to implement the programs that we have in place to ensure we provide a broad course of study for all students.  Electives are reviewed and revised each year to ensure we keep our programs engaging for students. Professional development is based on analysis of student data and staff feedback in order to address areas for improvement.||2021-06-09||2021                
45700290000000|Igo, Ono, Platina Union Elementary|7|All students have access to required courses as verified by the site administration|100% of students have access to and are enrolled in a broad course of study.|N/A|N/A||2021-06-28||2021                
45700450000000|Junction Elementary|7|We use our master schedule to ensure our students have access to a broad course of study. Teachers work with the principal, counselor and admin assistant to ensure all students have the correct classes for the school year.  Every trimester, the schedule is reviewed and intervention groups and electives are established based on formative assessments. We also measure 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|In 2020-2021, 100% of elementary school students received a broad course of study, as evidenced by report card grades in each of the six content areas: English, mathematics, social studies, science/health, VAPA, and PE. All student groups received a broad course of study regardless of ethnicity.  Other student groups such as English learners, foster youth, homeless, students with disabilities and low income students received a broad course of study.|Currently there are no barriers for accessing a broad course of study for all students. Staffing shortages or lack of qualified teachers for specific subjects could be a barrier in the future.|The Principal works with grade level teams to build coverage into the instructional calendar for the  school year. The district will continue to provide professional learning to improve instruction which integrates existing research and knowledge 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 professional training for all staff based on data analysis and identified areas of need. Using the data and feedback from the staff, the district can more effectively work together to make improvements in the classroom, school sites, and in students’ lives.||2021-06-14||2021                
45700520000000|Millville Elementary|7|Millville School is a small single school dsitrict. All students are enrolled in identical core classes from TK-8. Prior to the pandemic years, grades 6-8 were also offered electives that included technical courses, arts, and career based classes.Our selected tool is a sandard enrollment for all students in math, language arts, science, social studies, pe and art. At the teachers' meetings and through classroom visitations and awareness of curriculum needs and purchases, the answer to whether every student has access to a broad course of study is simply by knowing that every student is enrolled in math, reading, writing, spelling, science, social studies, PE, art with opportunities for music|Millville School is a small single school district meaning there is only one school site in the district. . All students are enrolled in identical core classes from TK-8. These classes include math, language arts, science, social studies, pe and art. Using enrollment sheets, discussion at teachers' meetings and observation, all students have access to and are enrolled in a broad course of study.  Prior to the pandemic years, grades 6-8 were also offered electives that included technical courses, arts, and career based classes.|Currently, there are no barriers preventing Millville School from providing access to a broad course of study; however the pandemic, the need to quarantine and mitigation including staying in cohorts, prevents our middle school from participating in electives, not to mention the related time and efforts required to keep all staff and students healthy and safe, takes away from instructional time. Once we return to electives we will turn to our parents and staff members who are able to teach electives of the technical sort and world languages.|Once the restrictions of the pandemic are lifted, we will have the freedom to once again mix our classes for electives for our middle school students and provide those technical, art and career minded courses that we have offered in the past.	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.||2021-10-19||2021                
45700780000000|North Cow Creek Elementary|7|We use our master schedule to ensure our students have access to a broad course of study. Teachers work with the principal, counselor and admin assistant to ensure all students have the correct classes for the school year.  Every trimester, the schedule is reviewed and intervention groups and electives are established based on formative assessments.  We also measure 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.|All students are provided with a broad course of study. There are no differences across student groups to access the broad course of study. Each year, our staff, analyze the courses provided to students to ensure they have a well-rounded education and that we meet the broad course of study requirements.|Currently there are no barriers for accessing a broad course of study for all students. Staffing shortages or lack of qualified teachers could be a barrier in the future.|We will continue to implement the programs that we have in place to ensure we provide a broad course of study for all students.  Electives are reviewed and revised each year to ensure we keep our programs engaging for students. Professional development is based on analysis of student data and staff feedback in order to address areas of improvement.||2021-06-18||2021                
45700860000000|Oak Run Elementary|7|Our District utilizes a master schedule to ensure our students have access to a broad course of study. Teachers work with the principal, counselor and admin assistant to ensure all students have Standards aligned curriculum for the school year.  Every trimester, the schedule is reviewed and intervention groups and electives are established based on formative assessments.   Enrollment rates are reported and monitored schoolwide by grade level, ethnicity, and all accountability student groups. All of our enrolled students 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; which assists in tracking access to a broad course of study.|All students are provided with a broad course of study. There are no differences across student groups to access the broad course of study. Each year, our staff analyze the courses provided to students to ensure they have a well-rounded education and that we meet the broad course of study requirements.  In 2020-2021, 100% of elementary school students received a broad course of study, as evidenced by report card grades in each of the six content areas: English, mathematics, social studies, science/health, VAPA, and PE. All student groups received a broad course of study regardless of ethnicity.  Other student groups such as English learners, foster youth, homeless, students with disabilities and low income students received a broad course of study.|There are no barriers to preventing the district from providing access to a broad course of study. All students in grades 5-8 are provided with the following classes: PE, Music, Interventions, Science, English language arts/English language development, Social Studies, and Mathematics.  Students in grades TK-8 are provided with a self-contained classroom with English language arts/English language development, Mathematics, Science, PE, and Social Studies. Students are also supported with Social Emotional Learning supports via a SEL curriculum.  Staffing shortages or lack of qualified teachers for specific subjects could be a barrier in the future.|We will continue to implement and improve the programs that we have in place to ensure we provide a broad course of study for all students.  Interventions are reviewed and revised each trimester to ensure we keep our programs engaging for students. Professional development is based on analysis of student data and staff feedback in order to address areas for Staff improvement. The Principal works with grade level teams to build coverage into the instructional calendar for the  school year. The district will continue to provide professional learning to improve instruction which integrates existing research and knowledge focused on research-based methods of instruction. This framework allows for calibration of understanding and implementation of instructional strategies that have been shown to be highly effective. Providing on-site and off-site professional development opportunities, our District's staff can support each other along with Parents/Families to more effectively work together to make improvements in the classroom, school sites, and in students’ lives.||2021-10-13||2021                
45700940000000|Pacheco Union Elementary|7|The locally selected measures that Pacheco Union School District utilizes to track student enrollment would be our student information system (Aeries), where the master schedule houses all courses and student enrollment in these courses.|In the Pacheco Union School District, all students have access to a broad course of study and are enrolled in any courses necessary to complete the state standards for their grade level. Foreign language access is provided to all 6-8 grade students at least once each trimester in their elective courses.|Aside from the master schedule constrictions, there are no identified barriers that currently prevent Pacheco Union School District to provide access to a broad course of study for all students. All students receive the courses they are entitled to according to state standards.|Pacheco Union School District will continue to offer a broad course of study to all students. We will continue to refine our choices for electives, including foreign language, advanced literature, music, art, and engineering opportunities.||2021-06-15||2021                
45701100000000|Redding Elementary|7|All students have access to required courses as verified by the site administration. This is reported on quarterly during a public hearing, known as the Board meeting.|100% of students have access to and are enrolled in a broad course of study.|N.A|N/A||2021-06-29||2021                
45701100135889|Stellar Charter|7|The LEA used their Student Information Services tool (Aeries) to verify student enrollment in and access to a broad course of study. TK-12 master schedules, book checkout forms, course curriculum inventory, online approved curriculum and transcripts were all used to measure the access and enrollment in a broad course of study.|100% of students have access to a broad course of study as verified by school administration.|1005 of students have access to a broad course of study as verified by school administration.|The LEA will continue to ensure access to a broad course of study for all students.||2021-06-29||2021                
45701280000000|Shasta Union Elementary|7|All students have access to required courses as verified by the site administration|All students have access to and are enrolled in a broad course of study.|N/A|N/A||2021-06-28||2021                
45701360000000|Shasta Union High|7|As an LEA, we have identified and adopted three goals that all lead to students accessing a broad course of study. Our goals are as follows: 1) All graduates will successfully complete the required courses to allow access to all postsecondary options; 2) Implementation of a variety of measures to mitigate learning loss due to COVID-19, maximize credit recovery options, and ensure all graduates are competent in reading and math; and 3) Improve student engagement, support, school climate, safety, and environment.|The District offers a variety of action 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 reflects 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 is our desire is for all students to explore career options and receive technical training as part of their high school curriculum. To facilitate this, we have invested resources from a variety of sources. Still, we will use supplemental dollars to help ensure all students, especially the duplicated population, have access to courses taught on different campuses in the District.|The biggest barrier students face in access a broad course of study is transportation. Changes have been made to remove this barrier. Some students have limited internet access. We are exploring options to address this, including adding WIFI to our busses. The rural nature of some parts of our district has made this challenging.|Mobile hot spots have been given to any student that needs one. Additionally, we are exploring putting WIFI on our busses to help minimize the impact on students' access to online assignments. Students do have the opportunity to get hard copy assignments in lieu of online ones.|We know that students cannot achieve the first two goals without meeting their basic needs. By employing a variety of actions and services 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 comprehensive course of study.|2021-06-08||2021                
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 in accordance with their skills and knowledge.  All students are also eligible to advance in World Language through taking Prep Latin in 6th grade and Latin I in 7th grade; high school World Language courses are accessible in 8th grade. Supplemental programs designed to remove barriers include College Board Pre-AP program, Math Lab, BRIDGE intervention classes in grade 7 and 8, and a Summer BRIDGE course for grade 9 among other internal practices and programs.  All junior high students have an Advisory/Tutorial period embedded in their school day.  Friday Office Hours are optional for junior high students; Office Hours allow for individualized instructional support from teachers.  Office Hours is open to all High school students, Monday through Friday; students may access their teachers for individualized support as needed.  Academic Saturday School, Peer Mentoring and Peer Tutoring, and Study Hall offer additional and diverse forms of academic support to students in junior high and high school.|There are no barriers preventing access to a broad course of study for all students.  As such, no new actions need to be taken.  The school-community will continue to implement the WASC/LCAP Schoolwide Action Plan as developed through robust stakeholder engagement.||2021-10-06||2021                
45701364530267|Shasta Charter Academy|7|The Aeries student information system is the primary tool used to track the above items.|All students have access to a broad course of study.|Because of the personal nature of the school, individual needs are routinely communicated to school staff and solutions are found.|The school does a great job in this area.||2021-06-17||2021                
45701690000000|Whitmore Union Elementary|7|Whitmore is a small two room school. All students have been provided with a Spanish class, music class, and art class, and all students in the school attend in all grade levels from all populations including students with any disabilities or exceptional needs.|100% students attend a broad course of study. Whitmore School has had a broad course of study for at least the past three years.|At this time, there is no barrier for providing a broad course of study.|The Whitmore Elementary school continues its broad course of study and has implemented some coding classes and a home economics class for students along with Spanish, Music, and Art.||2020-09-15||2021                
45701690136440|Phoenix Charter Academy|7|PCA utilizes the School Pathways Student Information System which collects and tracks all student information in regard to student groups, grade spans, exceptional needs, and courses.  In addition, PCA utilized Follett Resource manager to track all student curriculum checked out from the Resource Library and  PCA's Online Purchasing System (OPS) to track all curriculum purchased for each individual student. Staff members review the student transcripts and graduation matrix an the beginning of each semester with the parents/guardians and students, confirming all students have access to a rigorous academic education, with varied opportunities.|PCA provides a broad course of study for all students in grades K-12.  The courses offered are available through many different formats, such as textbook, online platforms, or virtual live instruction.  PCA has been developing a CTE program which currently offers CTE survey courses in many areas.  PCA staff members provide guidance for student participation in Shasta College concurrent enrollment programs for students wanting to pursue these CTE pathways, as well as other college certification programs.  In addition students seeking A-G credit in science are provided the opportunity to enroll in college laboratory science classes. PCA students are also encouraged to participate in numerous other subjects through college class offerings within PCA's concurrent enrollment programs.|PCA serves a very rural area of Northern California, and some students live outside of areas with access to stable Internet.  It is not always practical for these students to travel to college classes or resource center classes.  This limits high school student access to A-G accredited courses.  If and when we can provide technology for Internet, students do have more opportunity for virtual and online classes.  In addition, PCA does not have physical space for high school science labs. A-G high school science lab requirements are met through concurrent enrollment at Shasta College. The college is also offering more online science as well as other courses which enhance the ability for many of our rural students to participate in college classes. PCA offers internet and Resource Center space for students to access their  online courses if the need arises.|For students without technology, PCA provide Chromebooks and is investigating the possibility of providing internet hotspots for Internet connectivity.  Students have access to the resource library and a wide variety of curricular choices in all subject areas.  Teachers of Record (TOR's)  provide assignments, grades, and feedback for these courses.  PCA is currently acquiring new facilities for science labs and allow more space to enlarge the CTE offerings. With the new school site PCA will have the ability to offer more lab science classes, and higher level mathematics classes which allows more student accessibility to  A-G course requirements.||2021-09-20||2021                
45737000000000|Mountain Union Elementary|7|MUESD offers a broad course of study. We utilize Williams reporting, Shasta County Office of Education monthly collaborative meetings and updates, and Mountain Valley JPA monthly meetings, updates and guidance to track student access to and enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.|100% of students in TK-6th grade have access to the Broad Course of Study as outlined in EC51210. 7th and 8th grade students do not have access to World Language and there are no plans for World Language instruction in the near term. Access to all other areas of a broad course of study is complete.  MUESD is planning on offering CTE course aligned with our feeder high school and community college beginning the 2022-2023 school year.|As a small, rural District, finding qualified educators to offer world language is extremely problematic.  Student  CAASSP scores in ELA and Math have been of concern and a focus on raising the expectations and results of student achievement in these two categories have been a focus for the LEA.|CTE program of study which articulates with the feeder high school and community college, for middle school students is in the process of being adopted.||2021-10-20||2021                
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 Stem Scopes.|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.||2021-10-26||2021                
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 IEP's.|All of our students have access to and are enrolled in a broad courses of study as per their IEP's.|The only barrier for our students to receive a broad course of study is their intellectual ability.  Our moderate to severe students receive curriculum base on their intellectual level.|Not applicable||2021-06-23||2021                
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.  The course offerings have expanded to include online classes as well as in person and independent study.|GECS has solved some of the barrier issues including providing Chromebooks and internet access to all students as well as developing online classes. Because the school serves all of Siskiyou County, geography may always be a barrier for some students getting access to quality instruction (e.g., transportation to learning centers for on-campus classes), and access to reliable internet.  GECS is continuing to explore options for addressing internet access issues.|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 expanding online courses.  We have also rented space in local communities ( Weed, Scott Valley, Dorris) where students can meet with their teacher to get support.||2021-06-10||2021                
47104700137372|Northern United - Siskiyou Charter|7|In using our student information system (SIS), School Pathways LLC, NU-SCS 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 that allows a broad course of study for 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 non-classroom-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 courses. Students are able to select from any of these options in consultation with their teacher and family. 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.|We are ever aware of our geographical challenges and the difficulties that may be created for our more rural students. Because of this, we have worked diligently to overcome any barriers that our students and their families may face. Hot spots have been given out to any student in need, this allows students to access all of our online course platforms. Chromebooks and internet access for all students have been a significant area of focus, specifically during the pandemic. NU-SCS has invested in vans in order to better accommodate our rural students and their possible transportation issues. Another manner in which we address transportation issues is by providing bus tickets to students in need. We also provide gasoline for students who may choose to enroll in local college courses or have difficulty attending learning center courses or meeting with their teachers due to transportation hardships.|Additional actions in our LCAP to increase options for enriching course access include: increasing supports to students to help them graduate with UC/CSU a-g eligibility; adding an AVID middle school elective class; hiring a credentialed Spanish teacher; creating a new digital media arts CTE pathway; continuing to offer Zoom classes once in-person instruction can resume; and creating a k-12 coding pathway.||2021-06-18||2021                
47701850000000|Big Springs Union Elementary|7|The LEA is utilizing the School Accountability Report Card and quarterly Williams Reports to track student access to a broad course of study.|At this time, the local measures indicate that 100% of students have access or are enrolled in a broad course of study.|Barriers would be not up to date curriculum.|The LEA plans to check the status of curricula to be sure that it is state aligned and current.||2021-07-06||2021                
47701930000000|Bogus Elementary|7|The LEA uses class enrollment, curriculum, and student records to ensure students have access to a broad course of study.|Since Bogus Elementary is a small rural school, enrollment is usually between 10-20 students. Due to the small numbers it is very easy to track and ensure all students have access to and are enrolled in a broad course of study. The LEA uses class enrollment and students input to analyze which students have access to classes.  All students have access to reading, math, science, and social studies. As students reach 5th, 6th, 7th and 8th grade, they have the option to go to science camps and several other science related field trips.|As stated before, Bogus is a small rural school. The school is located about 30 miles away from the nearest town. Hiring staff to come out and teach student foreign language or music has proven difficult during the COVID-19 restrictions and mandates.|We are working on improving salaries to encourage applicants for the jobs as well as looking to online resources and programs to help supplement the areas students have limited access too.||2021-10-12||2021                
47702010000000|Butteville Union Elementary|7|Surveys, teacher reflection tools, classroom observations, professional development opportunities, enrichment program, and teacher collaboration are some 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.|For the 2020-2021 year, 100% of Butteville Union School District’s students had full access to a broad course of study. All BUESD students in grades K-8 are enrolled in a broad course of study. Our elementary school offers  access and enrollment in the areas identified as a broad course of study for grades k-8. All elementary students also have access to enrichment classes within the regular school week. The K-3 grades attend music classes and 4-8 grades are enrolled in enrichment electives that include strings, band, art, and sewing.|Barriers preventing BUESD from maximizing broad course of study offerings to all students include 1. limited time during the regular school day for students to take additional courses, 2. a limited staff size to match the needs of a small student body, and 3. single grade classrooms that limit teachers' abilities to collaborate with other teachers of the same grade. One last barrier preventing BUESD from providing access to a broad course of study for all students is additional counseling availability which include increased counseling hours and access for all students. This past year, the pandemic created barriers for parents and teachers to meet to discuss student goals and outcomes. It also shut down many of the school's academic and enrichment programs. The staff anticipate the reigniting of these programs will increase access to a broad course of study to all students.|Although Butteville's curriculum follows the state adopted materials, it is our intent to have teachers pilot newer, more updated core curriculum and enrichment opportunities. Teachers will attend professional development opportunities to improve teaching effectiveness and exposed to updated educational resources. More effective teaching strategies could expand student access to a broad course of study. Curriculum development, including improved foreign language access and delivery, and increased counseling will be actions taken to ensure access to a broad course of study for all students.||2021-06-08||2021                
47702270000000|Delphic Elementary|7|The locally selected measures Delphic is using to track the extent of access, enrollment and broad course of study is individual student review.|All students at Delphic Elementary School have state adopted curriculum materials for all content areas. All student have access to enrollment to all course offerings.|Local barriers include : Limited resources in rural location access to foreign language experience|The district will continue to ensure ongoing access to a broad course of study for all students.||2021-06-09||2021                
47702430000000|Dunsmuir Elementary|7|Teachers submit their class schedules to the administrator at the beginning of the school year. They are reviewed to see that all required courses are included in the daily weekly schedule. In addition, the administrator makes daily walk-throughs at varied times of the day to ensure that the courses are being taught. In addition, a review is made every year to be sure that all students have access to textbooks/curriculum.|All of our students have access to a broad course of study. The only class that is not taught at every grade level is World Language. We are continuing to search for a way we can include this in our instructional day given the limited number of teachers we have for our very small school.|The only barrier we have to providing access to a broad course of studies is in finding a  program/teacher for World Language. Because we are a very small school in a rural area, we do not have a teacher for World Language. We will continue to research online opportunities.|We will continue to look for access to a World Language course.||2021-06-15||2021                
47702500000000|Dunsmuir Joint Union High|7|Academic files|All schedules for freshmen take required coursework the first year. Sophomores, juniors and seniors then have elective opportunities in their schedules. Choices are guided by the resource teacher or other certificated administrator based on interest and educational goals. A senior checklist is developed for each student to monitor progress for A-G, regular diploma or CTE|No Barriers|Continue  providing Academic Resilience class time, tutoring and summer school||2021-06-09||2021                
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 2020-2021 school year, Hornbrook Elementary School provided full access to a broad course of study for all students, TK-8th grade. Due to the pandemic World Languages was not offered. Our focus will be to resume providing World Languages for all students TK-8th grade beginning in 2021-22.  Our 7th/8th grade classroom is a self-contained classroom with one teacher.|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 2021-22 school year, Hornbrook Elementary School will resume 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.||2021-06-23||2021                
47703750000000|Klamath River Union Elementary|7|Klamath River 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 class/teacher lesson plans.|In the 2020-21 school year Klamath River Elementary provided full access to a broad course of study for all students K-8th grade. Due to the pandemic, World Languages was not offered.  We will be providing World Languages for all students in the 2021-22 school year.  Our school provides a self- contained K-8 classroom with one teacher. Even with distance learning during the pandemic, all students were provided daily access to a broad course of study.|Barriers to maximizing a broad course of study offerings to all students include a lack of time during the regular school day due to the limitations of one teacher in a multi-grade self-contained classroom.|In the 2021-22 school year Klamath River will resume access to World Languages for students in K-8th grade.   We are working on expanding aide time in the classroom which will allow further access to a broad course of study for all students.||2021-06-29||2021                
47703830000000|Little Shasta Elementary|7|In our tiny, rural school with enrollment of 16 total students, ALL students have equal access to the courses we offer. This includes; •	English Language Arts (ELA) – Common Core State Standards for  ELA  •	Mathematics – Common Core State Standards for Mathematics  •	Next Generation Science Standards  •	History-Social Science  •	Health Education Content Standards  •	Physical Education Model Content Standards  •	Visual and Performing Arts|In our tiny, rural school with enrollment of 16 total students, ALL students have equal access to the courses we offer. We are a one site district. We have no student groups.|There are no barriers. These questions are designed for large schools with multiple student groups.|Broad access is a given here, no new actions are necessary.||2021-06-23||2021                
47704090000000|McCloud Union Elementary|7|Student progress and usage of each program is tracked via online data and assessment tools like ESGI, Read Naturally and Flow 360 (Renaissance Learning - ELA and Math).  Curriculum assessments that are provided with textbooks and resources are also used to assess students learning and access. All students K-8 have access to all courses of study. Students with IEPs and 504s are served by staff and supported by the resource program, as well as intervention in reading and math via after school tutoring. Our students are 75% Low Income and the programs offered are school-wide to serve every student enrolled.|All students (K-8) at the  LEA have access to ELA, math, science, social studies, physical education and computer sciences.  Curriculum is offered in more than one way including, but not limited to: textbooks, online coursework content, magazines, and online services for math and reading support. The district only consists of one school site, McCloud Elementary.|The LEA has not identified any barriers to curriculum access.  If a teacher or student needs a particular support or curriculum, it is purchased as needed.|The LEA does not have plans to revise actions because all courses are offered successfully and no barriers exist to block access to curriculum. The LEA's small size allows it great flexibility in purchasing content and providing needed curriculum in all subject areas.||2021-10-13||2021                
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.||2021-06-15||2021                
47704250000000|Mt. Shasta Union Elementary|7|We use our master schedules to determine the extent to which all students are enrolled in a broad course of study.|Our students have full access to the same classes as everyone else because we are homeroom-based with grade-level students cycling through the same teachers.  We do not have school sites with duplicate grade levels; in other words, all of our students at a given grade level attend the same school.|School funding levels limit our ability to provide students with elective choices.  We provide music, but we don't have electives beyond that.|We are currently evaluating how we provide opportunities to gifted students during the school day.  We are exploring ways to improve project-based learning and how we can bring more enrichment to our students in the general education classrooms during the school day.||2021-06-22||2021                
47704580000000|Seiad Elementary|7|The teacher’s records, including: master schedule, record books, student portfolios, online intervention and data as well as 2-3 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. 7th and 8th grades have Spanish curriculum as well.|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.||2021-06-08||2021                
47704660000000|Siskiyou Union High|7|Broad Course of Study - Using the College and Career Ready Indicator  45.90% Prepared had access or accessed a Broad Course of Study  Goal for 2023-24: 80% Prepared - had access or accessed a Broad Course of Study|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.|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 planning 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.||2021-06-22||2021                
47705080000000|Yreka Union Elementary|7|For our TK-5 grades, we rely heavily on teacher lesson plans and content area adoptions to show that all students have access to and are enrolled in a broad course of study. For grades 4-8, we use teacher lesson plans, but also incorporate the master schedule and student class schedules. This data is found in our student information system (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, had previously transitioned from a 6 period to a 7 period day. However, we are going to go back to a 6 period day to allow for students to start/end their day with the same adult for social-emotional support, and academic awareness on a daily basis. While this schedule will restrict students to only ONE enrichment/intervention option, we are hoping that the "homeroom" concept provides much needed support and connection with parents to increase communication and student achievement.  We will be doing a "push in" model as well for students that need extra support and we are trying to hire additional paraprofessionals to provide that support in the general education classrooms.|A significant barrier is to find qualified teachers as well as more classified personnel. The district has the desire to employ 2 additional FTE of certificated staff for the 2021-22 school year for intervention support. However, we have not been able to attract qualified candidates. Additionally, it is the goal of the district to employ a greater number of paraprofessionals to provide support during the school day. Another constraint is the restrictive language within the contract as well as the master schedule. The master schedule must reflect shared facilities and shared staff even though it is the middle school schedule. This creates a number of restrictions on the master schedule.|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. Also, the LEA will attempt to hire 2 FTE to provide intervention within the school day for students that are identified as being below grade level in ELA and math. 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, and hope to expand upon that.||2021-09-29||2021                
47705160000000|Yreka Union High|7|Yreka Union High School District tracks progress by undertaking a qualitative and quantitative review of curse offerings, class schedules, and the school schedules to assess the extent to which all students have access to and are enrolled in a broad 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 served.|Yreka Union High School District has three program sites, Yreka High School, which is our main campus, Yreka Options is our Independent Study program, and our alternative education program is 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.  There is not a specific student group that does not have access to classes at Yreka Union High School 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.  Students who attend Discovery High School do not have access to Foreign Language and Visual and Performing Arts.|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 and online certification for Automobile Driver Education for any student needing this course. We have discussed implementing this course back into our Freshman Requirements class, which will be a new course offering next school year.|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 and 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.||2021-06-16||2021                
47764550000000|Scott Valley Unified|7|The Scott Valley Unified School District uses its student information system and transcript reviews to track which students have access to, and are enrolled in, a broad course of study, across all grade spans and student groups.|To the extent possible, all students have access. Due to our high school of just under 200 students, considered a necessary small high school, the master schedule is largely developed with single courses, and, this may present challenges with course access; however, we use our online curriculum and have developed concurrent and dual enrollment MOU's with College of the Siskiyous to open doors.|Small schools and the inability to offer the same course multiple times throughout the day. Competing interests with after school and co-curricular activities and sports, impact classes at the junior high and high schools.|Expand online courses with Edgenuity and dual and concurrent enrollment.||2021-06-16||2021                
48104880000000|Solano County Office of Education|7|Transcript reviews, the development of individual learning plans for each student, and review of student course/academic schedules takes place upon enrollment and every four weeks throughout the school year to ensure that students have access to a broad course of study and to ensure that their academic needs are being addressed.|The Solano County Office of Education alternative education program provides students with access to a broad course of study. Middle school and high school students are provided access to core courses that are required for their grade levels or graduation from high school. English Language Arts, mathematics, science, social studies, and physical education, and elective courses are accessed through a blended learning model. All courses are cataloged within the Aeries student information system database. The community school program provides all students access to a Chromebook device which supports their access to the Edgenuity credit recovery platform, Google apps for the classroom, and project-based learning provided in the Innovation Lab. During the 2021-2022 school year, SCOE will continue to partner with Solano County Probation in order to increase similar opportunities at the Juvenile Detention Facility.|At this time, students have access to a broad course of study and courses they need to address individual academic access needs.|If needs arise and courses for students are not available, the team works to ensure access in order to support the students in making progress toward graduation through an online learning portal or other academic partnership opportunities to address access for individual student needs.||2021-06-09||2021                
48104880139030|Elite Public|7|ELITE Public Schools uses teacher credentials, classroom schedules, and master schedules in Power School to ensure all students have access to and are enrolled in a broad course of study.  This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.|ELITE stands for Equipping Leaders through Innovation, Technology, and Engineering. The educational experience for students in ELITE Public Schools is designed to ensure that students meet rigorous academic standards while being exposed to curricular and extracurricular offerings that prepare them to enter prestigious four-year colleges and universities and become global leaders.  ELITE consists of four design elements that form the foundation of our success: entrepreneurial skills development, language development, a dual immersion pathway, and the African American and Latino cultural heritage program. All ELITE students receive instruction in the core academic subjects (English, Math, Social Studies/History, and Science), as well as instruction in Spanish through either the Dual Immersion Pathway or the Foreign Language Pathway. All students also receive instruction in coding/technology, health, and physical education.  ELITE High School students are enrolled in A-G courses to ensure university access.   ELITE students do not yet have access to Visual and Performing Arts courses.|ELITE Public Schools is a small growing charter school focused on preparing our students to enter prestigious four-year colleges and universities and become global leaders.   Due to staffing and physical space constraints, we cannot expand our course offerings any further until we move further toward full enrollment.|ELITE Public Schools will continue to incorporate a broad course of study into the regular school day and seek opportunities to provide our students with enrichment opportunities in other areas of study. As we grow with additional grade levels and enrollment, we will expand our course offerings to include Visual and Performing Arts, as well as additional electives.||2021-10-12||2021                
48705240000000|Benicia Unified|7|BUSD uses site schedules and graduation requirements to monitor student access to a broad course of study.    Analyzing data through these schedules and graduation requirements allows us to identify student groups who are accessing the broad course of study. BUSD does not have prerequisite requirements for access to AP or CTE courses, therefore allowing any student who chooses to do so to access these courses.|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-8 students take all classes. Additionally, the comprehensive high school offered a range of Advanced Placement classes, CTE programming, and other electives which are open to all students.  Our graduation rate for all students is very high.  There is no significant difference between student groups.  We are closely monitoring students in special education as their graduation rate is slightly lower than other student groups.   Our High School Students create a 10-year plan when they are freshmen.  These plans are revisited and updated each year.  The plan helps students identify life goals and then build their course schedules to help them meet them. This has been a valuable tool in having students access courses.|BUSD believes all students have access to a broad course of study. The biggest challenge we face is ensuring and encouraging all students to take classes they may feel are a stretch for them.  We continue to work on systems to get students participating in all ranges of classes.|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 the general education curriculum. Additionally, this year the District is offering a program called Willie B. Adkins which provides weekly mentorship to students in an effort to ensure that all students are college-bound.  This program primarily supports our African American High School youth.||2021-10-07||2021                
48705320000000|Dixon Unified|7|DUSD utilized the AVID Coaching and Certification Instrument (CCI) and the Systematic ELD Lesson Observation/Self-reflection Tool to track the extent to which all students have access to and are enrolled in a broad course of study.  The AVID CCI measures the following:  -academic support structures to access rigorous curriculum -conflicts in master schedules -open access to courses of rigor (AP) -enrollment in a college preparatory courses  -completion of A-G requirements -ongoing professional development for teachers and leaders to support implementation.  The Systematic ELD Lesson Observation/Self-reflection Tool measures to what extent English Learners have access to language practice aligned with state standards.|In its analysis, DUSD found the following:  -Open access to AP courses with high number of students enrolled.  This includes students across socio-economic statuses and ethnicities. -Demographics in AP courses reflects the student population at DHS with few master schedule conflicts.  -Nearly all EL students are enrolled in designated ELD courses that are tailored to their grade and English language proficiency level. -JKMS students enrolled in designated ELD do not have access to electives. -Elementary students have access to daily reading intervention. -AVID elective is offered in grades 6-12. -PD opportunities for all staff throughout year and summer months both in person and virtual. -Students in the alternative setting (MPHS) have limited access to electives, a-g courses, and facilities which allow for the full implementation of science standards. -College and career readiness indicators show students who are EL, low-income, or who have special needs disproportionately do not graduate college and career ready.|Two significant barriers affect DUSD's ability to provide access to a broad course of study for all students.  They are:  Limited Elective Offerings at John Knight Middle School (JKMS)  Due to the six period day at JKMS, students who are enrolled in ELD, curriculum support (Special Education), or a core support class do not have access to the site's elective program.  This is due to the fact that five periods in each students' day are already spoken for with Math, ELA, Science, PE, and Social Science courses.    Facility and Programmatic Considerations at MPHS  The facility at MPHS is of such an age that full access to the NGSS, electives, and other activities is sometimes difficult.  For example, conducting full hands-on science labs is a challenge in the science classroom.   Moreover, the site has struggled to identify an appropriate Career Tech Ed program due to space and facility concerns.  From a programmatic perspective, MPHS operates from  a credit recovery model, which limits its ability to offer a-g aligned courses.  This is due, in large part, to the credit deficiencies students arrive with from the District's comprehensive high school.|Significant support for the following programs/actions/services are  included in Goal 1 of LCAP: AVID, RtI, ELD, Class Size Reduction, CTE, AP, Credit Recovery, Intervention classes, tutoring, and professional development.  Additionally, the District remains committed to exploring and implementing a middle school program that allows access to the elective program for all students, especially those currently locked out due to the six period day.  With regard to access in the alternative education program, DUSD is doing the following:  1. Subsequent to a facilities project, MPHS will move to another district campus that will, among other things, allow for: full science facilities to ensure alignment with NGSS, ample space to design and implement at CTE program, full physical activity facility, and space for other specialized programs as needed.  2. In the LCAP, DUSD added an at-promise counseling position to work with students in grades 6-12 identified as being at risk of becoming credit deficient at the comprehensive high school.  The goal of this program is to limit the credit deficiency of these students, so that should they choose to attend the alternative program they can attend take a-g aligned courses, more elective courses (including CTE), and graduate college and career ready per the District's mission.||2021-09-16||2021                
48705400000000|Fairfield-Suisun Unified|7|The district level student information system (Aeries), the Special Education Information System (SEIS), Illuminate, 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.|Students in the elementary setting are provided with 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. CTE courses are not offered in the middle grades. Students in the high school settings 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 CTE 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.|One data set that highlights the need for a greater focus on student access is the percent of seniors completing the University of California “a-g” requirements. Data over the last three years identify a significant gap between the student achievement groups. Staff attribute this gap to academic preparation during the elementary years, as well as access to courses that meet the UC “a-g” requirements during the high school years.  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 2020/21 school year, the District formed an Equity Steering Committee of which one of the sub-committees focused on student access. Recommendations from that committee includes looking closely at the registration/entry criteria for the district’s specialized schools and programs, as well as to look deeper at student access into academic programs such as Advanced Placement and International Baccalaureate.  During the 2020/21 school year, the District 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. The District has identified additional funds for the 2021/22 school year, as well.|Steps being taken, and outlined in the LCAP, to address these barriers include the following: - The District is implementing a TK - 12 Literacy Plan (Goal 2.10) that focuses on early intervention so that when students get to the secondary level there is less dependency on remediation. - The District has allocated additional FTE to secondary schools so that students can participate in intervention support classes without having to give up CTE or Visual/Performing Arts electives. (Action 2.10) - The District will continue with its implementation of MTSS, which is aligned to the LCAP. (Action 2.7) - The District will implement the recommendations of the Equity Committee. The final report of this committee will be reviewed in the Fall of 2021. (Action 2.11) 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, cut and paste the following link:  http://go.boarddocs.com/ca/fsusd/Board.nsf/goto?open&id=C5D2XJ0452F2.|2021-08-12||2021                
48705650000000|Travis Unified|7|We use multiple measures, but are emphasizing six primary areas to monitor. • College entrance requirement completion • Algebra 1 success by the end of grade 9 • 3rd graders meeting the end of the year reading benchmark • Special Education least restrictive environment targets • Readiness for next grade (grades 6-10; GPA, attendance, ELA/math grades, no suspensions) • Advanced Placement enrollment|All students have access, but Advanced Placement enrollment is 35.4% for all 11th and 12th grade students and only 26.1% for unduplicated students (low income, English learner, foster youth).|Reading and math performance data shows some groups of students are less often demonstrating the academic skills needed for success in Advanced Placement courses than others, which can present a barrier to Advanced Placement enrollment and success.|Please see our LCAP (posted on the district website) for detailed data about student performance and the actions and services we are providing to close achievement gaps to help all students succeed at high levels.  We use data to monitor the effectiveness of actions and services we provide.  This data is used to identify actions and services to discontinue, modify, continue as currently implemented, and enhance.||2021-06-08||2021                
48705730000000|Vacaville Unified|7|For grades K-6: students have access to:  - Board approved instructional materials  - Arts instruction  - PE instruction  - Increasing access to AVID - Teachers with access to professional development related to Early Literacy, ELD, SpringBoard, GLAD, etc.   For grades 7-12, students access to:  - Board approved instructional materials  - Diverse course catalog that informs students and parents of the various of college/career options  - Increasing number of AP courses offered  - Increasing number of student qualifying for dual enrollment  - Increasing access to AVID  - Increasing access to CTE pathways  - Teachers with access to professional development related to ELD, AVID, Naviance, CTE, UC Davis Math project, UC Davis History Project, etc.|For our K-6 students, 100% have access to all of the above. For our 7-12 students, 100% have access to all of the above.|Financial resources in order to continue to acquire materials to support our broad courses of study|Continue to provide greater access to the above metrics||2021-09-09||2021                
48705730129494|Kairos Public School Vacaville Academy|7|Kairos Public Schools administers a survey to staff, students and parent yearly to collect information to assess its effectiveness in implementing a broad course of study|Kairos Public Schools local measures reflect strong access by all students and subgroups. Due to a lower population of English Learners and Socio-Economically Disadvantaged students, Kairos continues to analyze the recruitment and retention of students in those subgroups.|The only barrier identified by local measures is the significant waitlist the school has on a yearly basis.|Kairos Public Schools regularly evaluates actions and decisions that need to be addressed in order for all students to have access to a broad course of study||2021-10-05||2021                
48705730135095|Ernest Kimme Charter Academy for Independent Learning|7|Students access to: - Board approved instructional materials - Diverse course catalog that informs students and parents of the various of college/career options - Increasing number of student qualifying for dual enrollment - Increasing access to CTE pathways - Teachers with access to professional development related to ELD, AVID, Naviance, CTE, UC Davis Math project, UC Davis HistorProject, etc.|All students have 100% access to all of the above.|Financial resources: in order to continue to acquire materials to support our broad courses of study|Continue to provide greater access to the above metrics||2021-09-09||2021                
48705734830113|Buckingham Collegiate Charter Academy|7|Our students have access to the following board approved instructional materials and a diverse course catalog that informs students and paretns of various college/career options.   Over the past few years, we have increased the number of opportunities in the following areas for students at Buckingham: -Advanced Placement Courses -Dual enrollment with local community college(s) -Advancement Via Individual Determination (AVID) program -Career Technical Education pathway courses  Our teachers also access professional development that relates to ELD, AVID, Naviance, CTE, and other content area professional development.|100% of our students have access to all of the above. For our AVID program, we try to target students who are unduplicated or students will be first generation college students; however, all students are able to access the course. We recently grew our CTE program by creating a Musical Performance Pathway, providing additional access to CTE that will reach all students.|The greatest barrier for us is our small size. We want to offer a broad course of study but we cannot continue to add too many more new course offerings due to the smaller population of students that we have.|Although all of our students can access the broad course of study we offer, we have plans to better promote the available options to all students. We host a 4 year planning event each yeat with freshmen students and we plan to utilize that event to better promote all options with families.||2021-09-09||2021                
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 learning needed  for staff to implement the programmatic revisions needed.|The following actions have been implemented to address the challenges: •	Professional learning 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||2021-06-16||2021                
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 learning needed  for staff to implement the programmatic revisions needed.|The following actions have been implemented to address the challenges: •	Professional learning 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||2021-06-16||2021                
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. We also provide a 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.||2021-06-24||2021                
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 counselors to increase access to junior college coursework. The program will also continue to explore online coursework/program options.||2021-06-24||2021                
49705990000000|Alexander Valley 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 the Alexander Valley 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.|The locally selected measures demonstrate all Alexander Valley TK-6 students have access to a broad course of study. In addition, our school site has curricular focus areas which ensure additional opportunities for students across the district. In addition to a broad course of study, the Alexander Valley School District offers a technology/blended learning TK-6 campus, two Science-based platforms of learning, Spanish, PE, and the ARTS on our K-6 campus.   Students who are struggling academically have the support of push-in/pull-out Tier II supports in both Math and ELA, which includes integrated and designated English Language Development which is aligned to the Common Core Standards. Our supplemental curriculum is also provided when appropriate to support students at their instructional level.|All Alexander Valley 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, Alexander Valley has provided opportunities for 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 striving readers and grade-level text. Adopted curriculum and supplemental curriculum are provided.  Over the next year or two, the district will be carefully reviewing the new state Math framework and aligning the classroom curriculum accordingly.||2021-10-11||2021                
49706070000000|West Sonoma County Union High|7|The District is examining graduation rates and A-G course access as data for this priority.|Our data shows that District graduation rate is 90.9%; Students With Disabilities 77%, Socio Economically Disadvantaged students is 85%, English Learners 78%, White 91%, hispanic 88% at pour comprehensive schools  At Laguna Continuation High school it is  56.4%. 40% of students completed A-G requirements.  The data shows that students need additional support services to access all courses and be prepared for graduation and post secondary work or education.  We are currently using additional federal and state funding to increase these supports and expand services and access for students.|Support services need to be expanded for all students to enable them to access all courses and be prepared for graduation and post secondary work or education.|The District will be investigating alternate measures to adequately address this priority.||2021-06-23||2021                
49706150000000|Bellevue Union|7|All students in the BUSD district have access to English Language Arts, Spanish Language Arts (at Kawana Springs), Mathematics, Social Studies, Science, Visual and Performing Arts, Health Education, and Physical Education.  All English learners are enrolled in Designated English Language Development too.|All BUSD students are enrolled in English Language Arts. At Kawana Springs Elementary, students are enrolled in Spanish Language Arts until 3rd grade. In third grade, students begin to transition to English Language Arts. All students at all sites are enrolled in Math, Social Studies, Science, and Physical Education. English Learners at all sites are provided 30 minutes of daily Designated English Language Development. All sixth graders are enrolled in health education. All students have access to Visual and Performing Arts.|BUSD has applied for grants to provide violins to more students as funding is limited. Hiring qualified VAPA instructors has also been a challenge.|BUSD has purchased the Wonders Designated English Language Development (ELD) Curriculum in order to better meet the language needs of our English learners (ELs). In addition, teachers have received ongoing ELD professional development from the Sonoma County Office of Education as well as Guided Language Acquisition Design (GLAD) training to support teachers in meeting the language demands of our ELs. BUSD's next step is to adopt a standards-aligned, research-based writing program to supplement our core Wonders curriculum.||2021-06-30||2021                
49706230000000|Bennett Valley Union Elementary|7|As we are a TK-6th grade district with contained classrooms, it is clear to see that all students receive a broad course of study from curricular maps, observations, and student performance data (Star Reading, Star Math, District Writing Benchmark, Dibels).   The scheduling is designed to ensure of all students to our entire broad course of study.  There are grade level blocks for English Language Arts and Math to ensure that students who receive special education services in these areas get their support when everyone is also engaged in that subject and to ensure students do not miss another subject to get their support.|All students get instruction in all the content areas--English Language Art, Math, Science, Social Studies, PE and in the visual and performing arts (from actual artists--dance, music appreciation/classroom music, visual arts-including art history, critique and technique); they also get library/media skills and computer technology skills instruction.|There are no barriers--all students have access|There will be continued implementation of Universal Design for Learning to ensure that all students have access.||2021-06-09||2021                
49706490000000|Cinnabar Elementary|7|Cinnabar 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 1-8, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|All students are enrolled in a broad coarse of study for their grade level.|There were no barriers|Cinnabar works together with stakeholders to make sure that all students have access to a broad coarse of study for all students.||2021-09-07||2021                
49706496051635|Cinnabar Charter|7|All students have access to a broad course of study through the monitoring of the master schedule and student course enrollment.|Students have access to a broad course of study including electives.|Some barriers that can prevent Cinnabar from providing a broad course of study for all students include the fact that our site is small and we are only able to offer a limited amount of courses in any given grading period.|Cinnabar will continue to make sure that all students have access to a broad coarse of study.||2021-09-07||2021                
49706560000000|Cloverdale Unified|7|Our local measure includes the number of students meeting all local graduation requirements and those meeting A-G college entrance requirements. All students at both the middle school and high school have access to a broad course of study.|We have invested extensive resources to ensure access to a comprehensive range of CTE classes, college preparation classes, and electives. Local graduation requirements include 80 elective credits and 60 hours of community service hours. Students who elect to complete all A-G classes have access to courses that meet these requirements.|One of the barriers to successful completion of a broad course of study has been our ability to provide courses that are both accessible and meaningful for all students while also increasing access to A-G classes.|We are offering an algebra course for ninth graders over the summer to increase the number of students who can access higher level math classes. This year, we are adding a new math course and two new science classes, as well as increasing access to World Language. We need to find additional ways to meet math requirements for A-G. In the 2021-2022 school year, we will begin implementing a co-teaching model for some high school courses, which will increase the number of students with disabilities who graduate college ready.||2021-06-18||2021                
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 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 District will continue to ensure that all students have access to a broad course of study.||2021-06-15||2021                
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.||2021-06-15||2021                
49706800000000|Forestville Union Elementary|7|The following are used as locally selected measures/tools to track the extent to which all students have access to and are enrolled in a broad course of study:  master schedule, bell schedule, enrichment schedule, student schedules (middle school), RSP and EL staff schedules.|All elementary students have access to core instruction as well as enrichment.  EL and RSP students also have access to additional supports with either a co-teaching model or pull out model.  All middle school students have six classes a day, including core classes, elective, and EL or RSP support as required.|We have not identified barriers to providing access to a broad course of study for all students.|The district leadership, teachers, and staff will continue to collaborate on the master schedule, with a focus on our unduplicated student groups' schedules, to make sure that all students continue to have access to a broad course of study.||2021-06-17||2021                
49706800112987|Forestville Academy|7|Course access--Students have access to a broad course of study (English, math, science, social studies, PE, visual/performing arts, and electives--in the middle school grades) as evidence by the master schedule, bell schedules, and student schedules.|Course access is 100% aligned based on schedules, with all students, including unduplicated students and students with exceptional needs.  Support programs include: special education teacher and paraprofessional, and EL paraprofessional and bilingual liaison.|No barriers were identified.|To continue to maintain 100% of a broad course of study with 100% of students, including unduplicated students (EL, foster, low socioeconomic) and students with exceptional needs are enrolled in and have access to a board course of study.||2021-06-17||2021                
49706980000000|Fort Ross Elementary|7|SUMMARY • Students have access to a broad course of study (English, social science, physical education, science, mathematics, visual and performing arts, and a rich elective program) • Course Access is 100% aligned based on schedule • Support programs include Title I academic intervention as well as small group and one-on-one support, social-emotional curriculum, and outdoor education. • Social emotional supports include emergency counseling, outdoor education, social-emotional curriculum, and trauma informed practices • All students, including unduplicated students and students with exceptional needs are enrolled in a broad course of study|SUMMARY • Students have access to a broad course of study (English, social science, physical education, science, mathematics, visual and performing arts, and a rich elective program) • Course Access is 100% aligned based on schedule • Support programs include Title I academic intervention as well as small group and one-on-one support, social-emotional curriculum, and outdoor education. • Social emotional supports include emergency counseling, outdoor education, social-emotional curriculum, and trauma informed practices • All students, including unduplicated students and students with exceptional needs are enrolled in a broad course of study|BARRIERS • All students are engaged in a broad course of study, but a challenge to this includes our remote location and gaining access to services and staffing|GOAL • Continue to maintain 100% of a broad course of study with 100% of students, including unduplicated students (EL, foster, low socio-economic) and students with exceptional needs • API, A-G, UC, CSU Career Tech course completion, AP testing, and EAP are not applicable as we are a K-8 district.||2021-06-22||2021                
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 2021-2022 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.||2021-06-16||2021                
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 and our academic counselor schedule a variety of enrichment courses in the performing and visual arts. At both schools, the site principal has scheduled any additional required services (such as Special Education or EL) so that support services in core academic areas take place so that students do not miss core or elective instruction.  The LEA uses the site master schedule and individual student schedules as the selected measure to track the extent to which all students have access to, and are enrolled in, a broad course of study.|GUSD has been able to achieve progress in providing access to, and are enrollment in, a broad course of study by hiring a full time EL Support Teacher, two full time RSP teachers, and a 0.8 FTE Speech and Language Therapist.  Having four different staff members available to deliver services has allowed GUSD to provide access to and enrollment in all GUSD classes and programs with the exception of 5 students for one 44-minute enrichment period each week.  Those 5 students are receiving support services on that day while other students are in an enrichment program.  All 5 of those students have access to and are enrolled in all core courses and 2 electives.|For the 5 students that are receiving support services instead of participating in a once per week enrichment, the barrier is having enough hours in the workday for the staff providing the services to reach all assigned students.  GUSD will continue to look at scheduling options to address this barrier in the future.|In using the locally selected measures, GUSD has been able to achieve progress in providing access to, and are enrollment in, a broad course of study by hiring a full time EL Support Teacher, two full time RSP teachers, and a 0.8 FTE Speech and Language Therapist.  Having four different staff members available to deliver services has allowed GUSD to provide access to and enrollment in all GUSD classes and programs to all but 5 students.  GUSD will continue to look at scheduling and/or staffing  options to address this barrier in the future.|Site administrators at each of our schools schedule a variety of enrichment and elective courses throughout the school day and have structured student and staff schedules to ensure access and enrollment in all core courses as well as electives/enrichments for 99.4% of our students.  In addition to our core courses at each grade level, students have access to a wide variety of enrichments and electives.  TK-2 grade students receive weekly enrichment instruction in Music, PE, Spanish, STEM, and Art.  Third grade students receive the same 5 enrichments as well as an additional session of Spanish enrichment each week.  4th and 5th graders also receive two sessions of Spanish each week, as well as two session of Music (with a choice between Chorus or Band) along with Art and STEM, while their PE instruction is changed from an enrichment to a classroom teacher instructed course.  For grades 6-8, students have access to and are enrolled two elective classes (a student may take a third elective if they take Zero Period PE).  Elective courses include: Leadership, Creative Writing, Directed Studies, Art Appreciation, Wellness, Coding, Journalism, Drama, Maker Lab/Engineering, Band, Video Production, and Spanish.  Additionally, all 6th-8th graders have multiple topics to choose from for their weekly enrichment:  Yearbook, Chess Club, Yoga, Crafting, Gardening, Digital Art, Disc Golf, Dance, Art, Dungeons & Dragons, and La Hora Loca.|2021-06-15||2021                
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.|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.||2021-05-10||2021                
49707220139048|California Pacific Charter - Sonoma|7|LCAP Goal 4 encapsulates LCFF Priority 7: Access to a Broad Course of Study. Action Items 4.1, 4.3, 4.4, 4.6, and 4.7 have been developed to specifically support LCFF priority 7.   Briefly identify 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.  Local metrics used to measure success in this area are graduation rates and percent of student college and career prepared.|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, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study.  CPCS identifies that there are no barriers for students, including unduplicated student groups, from accessing and participating in a broad course of study, including at the secondary grade levels, access to A-G coursework, Advanced Placement courses and exams, and Career Technical Education.|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.  CPCS-SO had a low graduation rate in it's first year of operation in the 2019-20 school year, however, through focused efforts to support students that were not on track to graduate on time or who were credit deficient, CPCS-SO saw a significant increase in the grad rate for the 20-21 school year.  Barriers to high percentages of students college and career prepared are mostly attributed to CPCS being in the initial implementation phase of the CTE Program.|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?   CPCS has focus its efforts on supporting credit deficient high school students and has seen tremendous success. Those efforts will be continued. CPCS has added CTE Academies and expanded the number of Pathways and electives offered in an effort to increase access and enrollment in Career Technical Education and increase the percentage of students that are college and career prepared.||2021-08-10||2021                
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.|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.||2021-05-10||2021                
49707300000000|Harmony Union Elementary|7|Master Schedule is designed to ensure comprehensive access to a broad course of study.  As there is only one class per grade, all students, regardless of unduplicated status, are enrolled in the same program.|As a single school site with one class per grade, all students in the same grade receive the same academic program with subtle deviations in the case of IEPs, 504s.  New to 2021 are Academic Coaching teams which bring intervention supports to all students.|The barriers are not based on master schedule but simply funding and labor force.|None||2021-10-21||2021                
49707306110639|Salmon Creek School - A Charter|7|Master Schedule is designed to ensure comprehensive access to a broad course of study.  As there is only one class per grade, all students, regardless of unduplicated status, are enrolled in the same program.|As a single school site with one class per grade, all students in the same grade receive the same academic program with subtle deviations in the case of IEPs, 504s.  New to 2021 are Academic Coaching teams which bring intervention supports to all students.|The barriers are not based on master schedule but simply funding and labor force.|None||2021-10-21||2021                
49707306120588|Pathways Charter|7|In alignment with our personalized model in which each educational team of the student, parent and teacher develop a post high school plan for the student, our course of study planning is also individualized. Each fall, educational teams meet to select courses based on the students developed ICAP (Individual Career and Academic Plan). Then, this course plan for each student is reviewed at least twice a year by a member of the admin team. This "PLS course" review is completed by principals and GC compared to the student's ICAP . We use our SIS to look at course enrollments by student to ensure that they are on track to meet their ICAP goals which could mean A-G completion, CTE pathway, diploma, trade school or military. Additionally each fall we analyze the math placement results of all 9th graders to determine if any racial, socio-economic or gender group is being dispropriately placed into the lower level math track which has long term impacts. This data is collected by the full math department and shared at the November board meeting. Our primary barrier is the credit deficiencies student bring in with them from prior schools, which makes access to A-G completion unrealistic .|Our two smaller sites have less access to A-G Chemistry and higher math.|Lack of appropriately credentialed teachers|Continue to seek highly qualified staff.|Pathways is a non-classroom based program|2021-06-16||2021                
49707630000000|Horicon Elementary|7|All students at Horicon Elementary are exposed to, and participate in a broad course of study, including but not limited to, ELA, Math, Science, Social Studies, PE, PBL's, STEAM, technology, arts, and library services.  Furthermore, we are a one-to-one device school, and as such have many supplemental resources available to the students including Lexia and NWEA Accelerator to support individualized growth in ELA and Math, respectively. The tools used to measure progress are including Lexia and NWEA Accelerator reports, quarterly NWEA MAPS Growth reports, and embedded curriculum and unit progress tests.|All students at Horicon Elementary are exposed to, and participate in a broad course of study, including but not limited to, ELA, Math, Science, Social Studies, PE, PBL's, STEAM, technology, arts, and library services. There are no differences across sites as Horicon is a single-school district.  All students have equal access to the curriculum with is also supplemented with other resources. This has been true for at least four years to date.|There are no barriers to achieving this goal that currently exists.|In 2020/2021, the district implemented NWEA MAPS Growth and accelerator to support measured progress across grade spans as well as support targeted Math gaps in 3rd-8th grade.  The K-2nd grade is utilizing ESGI and Starfall to provide age-appropriate supports for math as Accelerator only exists for 3rd grade and up.||2021-05-10||2021                
49707890000000|Kenwood |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 Kenwood 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 IEPs.|The locally selected measures demonstrate all Kenwood students have access to a broad course of study. In addition, we have curricular focus areas which ensure additional opportunities for all students. In addition to a broad course of study Kenwood offers a technology/blended learning K-6 campus, STEM classes, Art instruction, PE, music, band, gardening and Lego Robotics.  Students who are struggling academically have the support of reading specialists, a Math specialist, Resource/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 Kenwood 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 2021-22 the LEA will provide the staff multiple opportunities to review new state adopted mathematics curriculum for adoption. Our SPED teacher and Bilingual Instructional Aid will receive 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.||2021-10-14||2021                
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.||2021-10-15||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-09||2021                
49707970140228|Liberty Independent Study|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.||2021-10-15||2021                
49707976051833|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.||2021-10-15||2021                
49708050000000|Mark West Union Elementary|7|The district and schools will maintain ongoing qualitative and quantitative review of course offerings and class schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies as measured by staff walkthroughs and teacher lesson plans. All students, including 100% of English Learners, Low Income, foster youth and students with disabilities will receive a full range of classes will have full access to a broad course of study within their regular school day, including but not limited to English, math, social studies, science, visual & performing arts, health, and physical education, as defined by California Education Code 51210 and 51220(a)-(i).|Mark West offers a comprehensive elementary school program including rigorous academic instruction in all the core subject areas. We also offer academic intervention for struggling readers within the school day, English Language Development, music K-3, instrumental and choral music as electives for 4th-6th graders, computer class for 3rd-6th graders, and weekly library for all grades. San Miguel School  school offers rigorous academic instruction in all the core subject areas. Gifted and Talented Instruction, intervention, English Language Development, and arts education are provided to students as determined by student need and interest.  Riebli offers a comprehensive elementary school program including rigorous academic instruction in all core subject areas. Project-Based learning, in which students are engaged in learning through integrated thematic units is a strong focus as a charter elementary school. Students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. The core instructional program is supplemented with computer classes for all 3rd-6th graders, an Art Docent program, Garden program, STEM Program, a weekly fitness program, a music program, field trips, assemblies and special events.|Upon review of the 2019-20 ELPAC results for our English Learners and the number of English Learners redesignated as Fluent English Proficient (FEP) during the 2020-21 school year, better serving the needs of our English Learners is an area of growth for the District. Using our “Reclassification Review Process”, three English Learners met the qualifications to transition successfully to the classroom and exit the English Language program. The remaining students have only Limited English Proficiency (LEP).|In order to address this barrier, the District will provide professional development for teaching staff specifically focused on enhancing quality instruction during integrated English Language Development (ELD).  Also, the District will employ newly hired credentialed staff to promote best first instruction by having no combination classes in primary grades and staff an intervention teacher for the upper grades at all school sites.||2021-05-18||2021                
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. We also have an intervention specialist working with students, base on needs, for K-8 students.|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.||2021-10-15||2021                
49708210000000|Montgomery Elementary|7|Students have access to a broad course of study (English, history/social studies, physical education, science, mathematics, and integrating visual and performing arts, career technical education, gardening, cooking into daily lessons and special events. In 2021-22, we will begin using our new Imagination Station room for all grade levels TK- 8. All students, including unduplicated students and students with exceptional needs are enrolled in a broad course of study.|MES will continue to maintain 100% of a broad course of study with 100% of students, including unduplicated student (EL, foster, socio-economic) and students with exceptional needs, are enrolled in and have access to a broad course of study.|API, A-G, UC, CSU Career Tech course completion, AP testing, and EAP are not applicable as we are a K-8 district.|API, A-G, UC, CSU Career Tech course completion, AP testing, and EAP are not applicable as we are a K-8 district.||2021-06-14||2021                
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 2020-2021 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 2020-2021 school year.||2021-05-12||2021                
49708390138065|Pivot Charter School - North Bay|7|Pivot Charter School has access to a significant amount of student academic and engagement data. At any time, school staff can see what courses students are accessing, when they are accessing them, and how they are performing in those courses. When students enroll at Pivot, their transcripts and other grade reports are analyzed to develop an individualized course schedule. Courses assigned cover a broad range of study. Then each student’s Educational Coordinator tracks each student daily to ensure that they are indeed accessing and engaging in their coursework. The measures and tools available to Pivot staff include reports that show dates and times students access courses, how much time they spend in the instructional portions of the course and the assessment portions, and achievement and scores on graded assignments. Students and parents also have access to this data in real time through their online curriculum platforms. These measures are implemented for all students in all grade spans including unduplicated student groups and individuals with exceptional needs. Additionally, Pivot utilizes surveys to parents and students regarding their experiences with the curriculum, courses, and engagement in academics.|Data analysis of the courses students take and complete overwhelmingly show that students are focusing on the four core subjects of English, math, science, and history even though students have access to honors and AP options, reading, ELD, RtI, and remediation curriculum. Pivot also offers numerous unique electives such as Architecture, Gothic Literature, and Robotics. Pivot has focused efforts to increase access to junior and community college courses and has recently received grants to expand Career and Technical Education courses and pathways. There are not many online elective course options for students in grades K-8. Pivot regularly reviews curriculum options for students to make sure that a variety is available. No curriculum provider has a broad enough course catalog to satisfy the needs of Pivot students so we have had to supplement with additional curriculum options and hands-on elective activities at the resource center. It is imperative that Pivot continues to focus on ensuring that students have the skills to be successful in an independent study program by providing access to training in executive functioning and support through RtI and study skills classes that are geared toward students becoming independent learners. Once students have acquired these skills, they have everything they need to access our broad courses of study. Pivot continues to improve in providing students with these skills, and most importantly, tracking their success.|Pivot Charter School is an independent study school that utilizes an online curriculum for all of its students. The supplemental resource center program is able to complement the online curriculum but not all students choose to access it. Lack of access to transportation or the need to work during school hours are just some examples of the barriers that students face in attending these types of programs. Pivot provides bus passes and assists with carpools for families to be able to access the resource center. We also use coming to the resource center to work face to face with credentialed teachers as an MTSS support strategy. Another barrier is the limitations of the online curriculum to provide a broad course of study. For example, the elementary curriculum only provides an extremely limited library of elective courses so teachers often prefer to offer elective-type courses in person. However, since not all students attend the supplemental resource center program, not all students have access to those resources. That is why it is very important for parents of elementary students to be willing and able to work with their children to enhance social activities and hands-on learning experiences. Our credentialed teachers provide assistance to these families but they must be willing and able to do so at the elementary grade levels. As mentioned above, the middle grades, and to a greater extent, the high school have a much broader course of study available to them.|Pivot will work to develop a broad course of study for all students that can be accessed in a virtual format that will be teacher-created and teacher-led, as well as more focused on-site options for students. There has been some success reaching students virtually that we can continue to build on such as online workshops and office hours as well as online elective courses. We have similarly strengthened our ability to provide online counseling and social and emotional support through various “virtual” platforms. These methods were extremely successful throughout the stay at home orders the last 15 months. Counselors reported that more students attended optional and special education sessions than in previous years. Additionally, we are developing a block schedule for middle school students that includes a dedicated block to elective-type coursework. One of the curriculum providers utilized by Pivot also has expanded their course library for middle school students and these will be made available to students in the upcoming school year. To address the barrier of a lack of access to the technology needed to thoroughly engage students from a variety of backgrounds, we will continue to purchase equipment that can be loaned out to students. Through the pandemic, all students had the technology needed to access their courses and we will continue to provide this for 100% of our students who need it.||2021-06-04||2021                
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 2020-2021 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 2020-2021 school year.||2021-05-12||2021                
49708470000000|Old Adobe Union|7|The Old Adobe Union School District tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.|For the 2020-2021 school year, 100% of Old Adobe Union School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. For example, after school chorus, music theory, and marimba enrichment programs are funded through the LCAP and enroll interested students in grades 4 through 6. Funding for these programs comes from the LCAP.|A barrier preventing the Old Adobe Union School District from maximizing broad course of study offerings to all students is the COVID pandemic. Providing these courses of study over an online environment proved challenging.|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.||2021-06-10||2021                
49708470119750|River Montessori Elementary Charter|7|By using a Montessori and California State Standards aligned curriculum, formal and informal, local and state assessments, an on-line educational record-keeping and lesson planning software program that follows students through their educational years at RMCS, an attendance tracking system, as well as student, family, and teacher engagement and participation, RMCS ensures that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|100% of students have access to, and are enrolled in, a broad course of study at RMCS. Students struggling with any part of their growth and development or academic progress are supported by a team of faculty and staff who partner with student, family, and faculty to ensure student growth and learning.|The greatest barriers challenging the LEA from providing access to a broad course of study are consistent attendance, and socio-economic challenges and emotional strain and trauma for families.|In response to the results of locally selected measures, revisions, decisions, and new actions include increased communication of student progress and supports, individualized and tailored emotional and academic support for students while in school, and for families to determine successful strategies for students and ensure access to a broad course or study for all students and partnership for each and every student's success.||2021-06-23||2021                
49708700000000|Piner-Olivet Union Elementary|7|Each fall, the POUSD School Board determines whether all POUSD students (K-12) have access to sufficient instructional materials Instructional Materials. This work is done under the "Williams legislation" framework. The law seeks to ensure that all students have equal access to the basics of a quality education: textbooks, safe and decent school facilities and qualified teachers. Indeed, a formal Board hearing is held to honor the laws intent. This was most recently accomplished at the POUSD September 2021 Board meeting.|At the September 2021 board meeting, POUSD trustees determined all POUSD students (K-12) have access to, and are enrolled in, a broad course of study. The process included a formal hearing at the September board meeting.|All POUSD students have access to, and are enrolled in, a broad course of study.|Additional professional development is being developed to assist POUSD teachers in implementing ELD curriculum.||2021-10-13||2021                
49708880000000|Kashia Elementary|7|Kashia is a single-school district with a one-room schoolhouse. All students are provided with a broad, standards-aligned course of study and support services are provided within the school day as needed.|Kashia is a single-school district, so there are no differences across school sites. All students are provided a broad, standards-aligned course of study.|There are no significant barriers preventing all Kashia students from receiving a broad course of study.|While all Kashia students receive a broad course of study, efforts are being made to connect students to opportunities outside of the school to enrich their learning experience. This includes implementing more field trips and providing transportation so that all students can participate and working with community partners to engage students in community projects (e.g., working with a local architect on a living-roof project, working with a local author on a poetry project, and participating in the community art show in the nearby town of Gualala).||2021-11-10||2021                
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.|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. For the 2020-21 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies.|None|None||2021-06-22||2021                
49708960102525|Rincon Valley Charter|7|Spring Lake Charter'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 2020-21 year, 100% of students had full access to a broad course of studies.|None|None||2021-06-22||2021                
49708966052039|Spring Creek Matanzas Charter|7|All students in grades TK – 6 are enrolled in and have access to a broad course of studies. The School offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day. 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 2020-21 year, 100% of students had full access to a broad course of studies.|None|None||2021-06-22||2021                
49708966052047|Whited Elementary Charter|7|All students in grades K – 6 are enrolled in and have access to a broad course of studies. Whited offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day. 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 2020-21 year, 100% of students had full access to a broad course of studies.|None|None||2021-06-22||2021                
49708966052070|Village Elementary Charter|7|All students in grades K – 6 are enrolled in and have access to a broad course of studies. Village offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day. 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 2020-21 year, 100% of students had full access to a broad course of studies.|None|None||2021-06-22||2021                
49708966085229|Binkley Elementary Charter|7|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.  All Binkley students in grades TK – 6 are enrolled in and have access to a broad course of studies. Binkley offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day. 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 2020-21 year, 100% of Binkley students had full access to a broad course of studies.|None|None||2021-06-22||2021                
49709040000000|Roseland|7|Our locally selected tools include:  Review of class schedules and report cards, 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.|The district has made 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 and the adoption of a social-emotional learning curriculum students have increased access to SEL/health standards. 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 recent adoption of an NGSS curriculum will expand student access to the science. A priority for the next LCAP cycle will be to increase student access to enrichment opportunities to provide a deeper level of access to the arts and to support student engagement at school.||2021-06-23||2021                
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 systems, Schoolwise and Illuminate, to track progress, grades, and completion of graduation requirements. At the high school level, we provide Directors of College and Career Counseling, 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.||2021-06-22||2021                
49709380000000|Sebastopol Union Elementary|7|Course access - Students have access to a broad course of study (English, social science, physical education, science, mathematics, visual and performing arts, career technical education, and a rich elective program) as evidenced by the master schedule, bell schedules, and student individual schedules.|Access is 100% aligned based on schedule Support programs include: Title I reading intervention and PBIS at Park Side as well as homework support at both sites.  Behavioral supports include counseling, restorative processes, and Safe School Ambassadors  All students, including unduplicated students and students with exceptional needs are enrolled in a broad course of study.  Goal: continue to maintain 100% of a broad course of study with 100% of students, including unduplicated students (EL, foster, socio-economic) and students with exceptional needs, are enrolled in and have access to a broad course of study.  API, A-G, UC, CSU Career Tech course completion, AP testing, and EAP are not applicable as we are a K-8 district.|No barriers were noted.|None needed.||2021-10-14||2021                
49709380120121|REACH|7|Core classes addressing all state academic standards, Project Based Learning emphasis.  Push in/pull out services for student's with IEP needs. Academic support in after school program.  Adopted a math curriculum to work within homogenous classrooms for high ceiling/low floor tasks.|All students have equal access at our single site LEA.|Staffing shortages, budget constraints.|Adopted a math curriculum to work within homogenous classrooms for high ceiling/low floor tasks.||2021-07-14||2021                
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 makes 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, benchmark 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 providing 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.|2021-06-21||2021                
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.  Analysis of middle and high school transcripts during the 2020-2021 school year revealed substantial differences in the access to and/or successful completion of rigorous core courses in the middle school and the A-G course of study in the high school for English learners and students with disabilities. Additionally, STAR Reading and math scores indicate many students at all grade levels need additional support and intensification of instruction in order to accelerate their progress toward achieving grade level standards. Revision of school schedules and the development of multi-tiered systems of success for these students are priorities in our Local Control Accountability Plan.|See Item 1 above.|See Item 1 above.|See Item 1 above and LCAP Goals 1-3.|Other Local Measures for 2020-2021  Chronic Absenteeism: The percentage of students who were chronically absent in 2020-2021 was 12.18%. By comparison, the percentage of students who were chronically absent in 2018-2019 was 12.8%. (Note: Due to COVID, absenteeism data for the 2019-2020 school year were not available as a comparison.)  Access to Technology:  100% of SVUSD students and teachers had access to technology devices and the internet.  In some circumstances, students and teachers lived in areas where access to stable, high-speed internet was not available or was inconsistent.  A district technology liaison and district library media specialists were available to support families who needed assistance. Teachers who needed reliable internet were able to work at their school sites.  Learning Hubs provided by the district and the Boys and Girls Club helped to ensure students could access the internet.|2021-06-22||2021                
49709610000000|Twin Hills Union Elementary|7|All students in grades TK-5 receive art, music, and PE in addition to the core subjects.  Access for students with special needs is measured by progress monitoring reports from their IEPs.|THUSD  reports yearly to summarize the extent to which all students have access to, and are enrolled in appropriate courses, and adhere to the requirements required by California Education Code (EC). Additionally, 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.|A deeper and more thoughtful approach to Mult-Tiered Systems of Support is needed so that all students have access to all courses of study.|The District will establish an MTSS team to develop and implement a robust multi-tiered system of supports to use district-wide. Provide professional development on the District-wide MTSS to the leadership team and all staff.||2021-06-24||2021                
49709614930350|Sunridge Charter|7|Goal number 2 of the 2021-22 LCAP plan was based upon data, using the Dashboard released in Fall of 2019 and May 2021 local assessment data, as well as stakeholder input. A broad goal was selected to support the overall achievement of all students who can improve in all areas, with specific actions to support UPC students. The 2019 LCFF Evaluation Rubrics/Dashboard place all students in the green range for English Language Arts, the yellow range for Mathematics, Chronic Absenteeism in the yellow range and the suspension rate in the blue range. All teachers are highly qualified and actions include increased reading and math support and continued technical support and instruction. Unduplicated students and students with special needs have support programs listed as actions in the LCAP plan. These include an RTI program, instructional aide support, expanded technology, and an enriched curriculum.|All students have access to core academic subjects:  English, Math, Science, and Social Sciences; and music, fine and practical arts, movement, Spanish, gardening, and library.  We have expanded the Spanish program to include K-8 grades at least weekly.|SunRidge does not have barriers at this time to providing access to a broad course of study for all students.|SunRidge will continue to improve assessment practices through implementing Star Renaissance in addition to other assessments.  SR will continue to utilize Youth Truth as a community-wide survey tool.||2021-10-13||2021                
49709616052302|Twin Hills Charter Middle|7|Local data indicate that 65% of students are proficient in Reading based upon the STAR Renaissance research assessment. The dashboard indicates that the all students category, students are 38.5 points above the standard, an increase of 15.8 points and are in the Blue tier for English Language Arts. . English Language Arts is a strength in both the 2019 Dashboard and 2021 assessments. Math increased by 6 points and is in the green tier. We maintain a high attendance rate and very low chronic absenteeism and a very low suspension rate. The school is known for a safe and caring culture with restorative practices and support for students to learn and grow through mistakes. We successfully navigated distance learning and the hybrid model with strong parent support and student participation.|All students are supported by highly qualified teachers who participate in professional development and provide a rigorous curriculum with a focus on common core state standards. UDC students are additionally supported by an involved school counselor, an intervention program, and an engaged principal dedicated to creating and maintaining a safe welcoming campus. Two education specialists support students with special needs. Study hall, intervention classes for math, before and after school tutoring programs are available to all students who choose to participate.|While all subgroups increased on SBAC scores the socially economic disadvantaged and Hispanic subgroup are still below White students in achievement. While progress has been made, the number of students receiving Ds and Fs is too high. We continue to have a need to find time for teacher professional development and to address parent concerns about the amount of homework in 7th and 8th grade.|Teachers will benefit from continued professional development in student engagement strategies, mathematics curriculum planning, and using data to inform lesson planning. This will support all students. We are implementing common core aligned ELA, Math, and NGSS curriculum materials that all have adoptions in recent years. We will implement the adopted materials assessments and benchmarks to evaluate student learning and teacher planning in grade level and department teams. We increased academic support options during the school day. Professional development is planned for restorative resources and implementation of Advisory program. The counselor time was increased.||2021-10-15||2021                
49709790000000|Two Rock Union|7|The LEA uses the Basic Phonics Skills Test for grades TKK-2 and the STAR Ren assessment for grades 3-6 for both math and ELA.  Students also use Lexia in grades 1-6 to support and measure reading and literacy progress. All students participate in in the locals assessments across the grade levels. This data is used to track progress and a tool for designing interventions for identified struggling students.|Students across the grade levels has access to the local assessments several times during the school year. Students are assessed with local assessments at the six-week mark of the first semester and the last two weeks of the semester before winter break. Students progress is monitored on these assessments. During the second semester the same interval of testing is given.  Assessment information is shared with parents at parent teacher conferences and used for a tool for identifying intervention needs for students.|The barrier that may exists the broadband connection for online assessments. Otherwise, the site has general access to the broad course of study for all students.|The results of the locally selected measure helps drive instructional practices and interventions for students in mathematics and ELA especially.||2021-10-14||2021                
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 when health conditions permit, 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 96.4% for Corona Creek Elementary and 97% for Meadow Elementary during in person learning for 2020/2021 school year. The District has experienced excellent student attendance going back many years, with minimal chronic student absenteeism.|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 implement 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.||2021-10-12||2021                
49710010000000|West Side Union Elementary|7|West Side continues to employ highly qualified teachers and provide intervention services, professional development, CA Standards aligned materials, intervention services for students with disabilities, expanded and improved technology usage for all students and EL integrated and designated academic support.  Due to COVID and students having to learn remotely, West Side tabled a full pilot of Science and History curriculum.|West Side used online programs to engage the students during distance learning -- i.e. Google Classroom, Zoom, SeeSaw, Lalilo, Zearn, IXL, Renaissance Reading, and Renaissance Math.  The staff also provided students/families with monthly curriculum materials for all grades, ranging from writing supplies, Math manipulatives, Art materials, PE materials, as well as Garden enrichment activities.  When survey on access to all materials, 0% of parents reported lacking the materials and resources that their student(s) needed to engage in learning.|The barriers preventing West Side from providing full access to a broad course of study for all students stemmed from public health mandates, COVID health and safety concerns of having in-person classes, and the changing expectations regarding the required safety plans.  West Side is a one-school District and with it's limited facilities and these required safety protocols, we were greatly impacted and had to be creative in order to maximize our facility spaces to accommodate hybrid learning.|in the 2021-22 school year, West Side has returned to full in-person classes and all students are attending.  Students now have access to all courses of study in every classroom.  We are providing weekly pool surveillance testing to ensure that our students can continue with in-person learning and only a few will quarantine when necessary.  We have had excellent attendance each day and teachers are able to provide FULL access to all curricula courses and have materials for every student.||2021-06-22||2021                
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.||2021-10-21||2021                
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.||2021-10-21||2021                
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. At Lawrence Jones Middle School, students may participate in the Excel outdoor experiential learning program.  During the 2020-2021 school year, Rancho Cotate High School piloted a 4 period, block master schedule. Technology High continues to offer access through a 7 period day. 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, but we could improve enrollment in advanced courses of unduplicated pupils.|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 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 schedules were monitored and student and teacher feedback regarding the efficacy of the new schedules were gathered.||2021-06-22||2021                
49753580000000|Windsor Unified|7|In reviewing the course offerings and master schedules for each school, and comparing them to California Education Codes 51210 and 51220, all students in the Windsor Unified School District have access to, and are enrolled in a broad course of study. This includes unduplicated student groups and individuals with exceptional needs.|Efforts are being made to increase the offerings for Kindergarten through 2nd graders in the area of Visual and Performing Arts. Principals report that all students participate in the full program of study unless there is a specific accommodation or modification listed in an Individual Educational Plan (IEP) for a student in special education.|IEP services can at times pose challenges in assuring that students with exceptional needs gain access to all district provided student experiences. District staff work together to mitigate any barriers or challenges for students.|TK-5 students are now receiving Visual and Performing Arts (VAPA) units of instruction that are integrated into their English Language Arts units. More music is also being offered at the elementary level.|Students, staff, and families are surveyed annually with regard to specific courses of study and their perception of student access. This information assists the district with better understanding how to educate families about course access for students.|2021-06-29||2021                
49753580114934|Village Charter|7|N/A|All students in our 100 student k-8 independent charter have access to and are enrolled in a broad course of study. We are currently not offering a second language in our Middle School (6-8th grade) classroom.|Affording a part time second language instructor is our main barriers preventing us from providing a second language to MS students.|We are working to find alternate instructional methods (i.e. on-line course) to support second language instruction for grades 6-8.||2021-08-11||2021                
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.|100% of Healdsburg Unified School District’s students have full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All HUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. All HUSD secondary students have access to a broad course of studies within their school offerings. Significant progress had been made over the past 5 years as a 7-period day at both Healdsburg Junior High School and Healdsburg High School has been implemented thus increasing the number of courses students can take each year. Additionally, HUSD has increased the graduation requirements for all students including 3-years of both math and science, at least one year of a Language Other Than English, at least once Career Technical Education course and at least one Visual and Performing Arts Course.|There are currently no barriers preventing HUSD from providing access to a broad course of study for all students.|HUSD will continue to monitor and ensure access to a broad course of study for all students.||2021-05-19||2021                
50105040000000|Stanislaus County Office of Education|7|The LEA offers access to a broad course of study for all students, including English Learners, Low income students, foster youth, homeles youth and students with special needs.  The use of one online curriculum provider ensures each and every students is enrolled in an approved course that meet the appropriate grade level standards. The student information system tracks all class enrollment, attendance and grading for the approved course of study.|Student transcripts and course enrollment reports, including attendance reports reflect enrollment by all students,  including English Learners, Low income students, foster youth, homeless youth and  students with special needs in a broad course of study.  The use of one online curriculum provider ensures each and every students is enrolled in an approved course that meet the appropriate grade level standards. The student information system tracks all class enrollment, attendance and grading for the approved course of study.  Transcripts also reflect the progression of students from one grade level to the next follwoing successful completion of required courses and appropriate credit accumulation.|Barriers that were identlfied include universal access to WIFI for all students.  The LEA has addressed this through providing students hot spots and connections to local WIFI providers at no cost to the student.|After five years with one onlione curriculum provider the LEA has researched options.  The online providers have improved the educational program they offer with regards to access, rigor, student engagement and user friendliness for all students,  including English Learners, Low income students, foster youth, homeles youth and students with special needs Three vendors were vetted and one selcted following staff, students and parent input and a semester pilot.||2021-06-08||2021                
50105040129023|Stanislaus Alternative Charter|7|The LEA offers access to a broad course of study for all students, including English Learners, Low income students, foster youth, homeless youth and students with special needs.  The use of one online curriculum provider ensures each and every students is enrolled in an approved course that meet the appropriate grade level standards. The student information system tracks all class enrollment, attendance and grading for the approved course of study.|Student transcripts and course enrollment reports, including attendance reports reflect enrollment by all students, including English Learners, Low income students, foster youth, homeless youth and  students with special needs in a broad course of study.  The use of one online curriculum provider ensures each and every students is enrolled in an approved course that meet the appropriate grade level standards. The student information system tracks all class enrollment, attendance and grading for the approved course of study.  Transcripts also reflect the progression of students from one grade level to the next following successful completion of required courses and appropriate credit accumulation.|Barriers that were identlfied include universal access to WIFI for all students.  The LEA has addressed this through providing students hot spots and connections to local WIFI providers at no cost to the student|After five years with one online curriculum provider the LEA has researched options.  The online providers have improved the educational program they offer with regards to access, rigor, student engagement and user friendliness for all students,  including English Learners, Low income students, foster youth, homeless youth and students with special needs Three vendors were vetted and one selected following staff, students and parent input and a semester pilot.||2021-06-08||2021                
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 dual immersion programs at Lucas Elementary, Caswell Elementary, and Cesar Chavez Junior High School, and Patricia Kay Beaver Elementary is a K-8 leadership magnet school. At the 7-12 level, master schedules include elective offerings beyond the core academic subjects. In junior high school, a 7-period day allows for students to enroll in elective course offerings to increase engagement in school. Both Spanish and Portuguese are offered as modern language course offerings for students in grades 9-12.|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. The Special Education Task Force will continue to analyze academic, behavior, and program data to monitor academic and behavioral performance and ensure high levels of engagement of Students with Disabilities.||2021-06-24||2021                
50710430107128|Whitmore Charter School of Art & Technology|7|Whitmore Charter SAT conducts annual reviews of master schedule, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study. Annual LCAP surveys and other feedback is analyzed in order to identify additional needs.|In addition to enrollment in core academic courses, students have access to additional visual and performing arts curriculum provided by Encore teachers. At the K-5 level, master schedules have been developed that ensure that all students have access to academic support. At the 6-8 level, the master schedule includes elective offerings beyond the 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 Charter SAT 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. The Ceres Unified Special Education Task Force will continue to analyze academic, behavior, and program data to monitor academic and behavioral performance and ensure high levels of engagement of Students with Disabilities.||2021-06-24||2021                
50710430107136|Whitmore Charter High|7|Whitmore Charter High School conducts annual reviews of the master schedule, enrollment, and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study. Annual LCAP surveys and other feedback is analyzed in order to identify additional needs.|Additional measures included in the Local Control and Accountability Plan include open access to Advanced Placement coursework in grades 9-12, access to Career Technical Education pathway courses, and access to UC/CSU A-G coursework that ensures students are college/career ready when they graduate from high school. The master schedule includes elective offerings beyond the core academic subjects.|A barrier identified is ensuring that English Learners and Students with Disabilities are offered a broad course of study given the academic needs of these students. Whitmore Charter High School 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 High School 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.||2021-06-24||2021                
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.||2021-06-17||2021                
50710500000000|Chatom Union|7|Criteria Met  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.  After-school programs were not offered in the 2020-2021 school year due to the inability to mix cohorts during the COVID-19 pandemic.|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 are aligned to the thematic unit being taught in the classroom.  Additional programs such as, 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 include academic support, technology, enrichment, college awareness, visual and performing arts, and sports programs.  After-school programs were not offered in 2020-2021 due to the inability of mixing cohorts during the COVID-19 pandemic.  Sports programs began in March 2021 in accordance with the California Department of Public Health Guidance.|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 has been grouped into grade-level core teaching teams.  As a result, teachers can offer a greater variety of electives to students 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 during a normal school year.  Transportation was not offered during the 2020-2021 school year due to the COVID-19 pandemic.||2021-06-08||2021                
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.||2021-06-03||2021                
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.||2021-06-03||2021                
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.||2021-06-03||2021                
50710760000000|Empire Union Elementary|7|The Empire Union School District reviews its master schedule and student information system (AERIES) 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 previously identified to receive Differentiated Assistance to improve academic achievement and decrease the suspension rates of our Students with Disabilities. The County Office of Education participated in our analysis of potential actions to address these identified needs. Significant discrepancies between the District's core curriculum and SDC curriculum aligned to both ELA and Math have been identified. Curriculum development and training has been provided to special day class teachers to improve student academic performance. Additionally, 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 were identified in the latest CAASPP assessment results from the 2018-19 school year.  Finally, the COVID-19 pandemic interrupted the gathering of CAASPP data.  The actions the District has completed during the three year implementation of a Blended Learning initiative, that is designed to provide differentiated instruction to all student groups, app[ear subjectively to be effective, and the formal results are anticipated to be measured during the 2021-22 CAASPP assessment.|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.  This work continues to the extent possible considering adjustments required as a result of the COVID-19 pandemic.|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: Although a formal process was interrupted by the COVID-19 pandemic, 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.  The anticipated learning gap resulting from instructional delivery changes caused by the COVID-10 pandemic are being addressed through the creation of a District Literacy Taskforce, and the implementation of the Empire Union School District Literacy Project.  The project includes extensive professional development to increase and improve reading instruction.|2021-06-10||2021                
50710840000000|Gratton 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 community input to guide the development of additional course offerings.|Gratton Elementary annually reviews master schedules, adjusts staffing, and makes faculty 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.|When reviewing the master schedule for grades 7-8, students do not have a selection of choices for elective coursework outside of California Ed Code 51220 – 51229.  Factors which impact their choices include staffing constraints as found with a small rural K-8 grammar school.|Gratton Elementary annually reviews the master schedule at all levels and will make necessary 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.||2021-06-14||2021                
50710926112965|Hart-Ransom Academic Charter|7|Our advisory teachers meet with each family when they are registered and enrolled. Students are assessed with STAR Reading and Math, and our teachers and home educators agree on each piece of curriculum. Our office staff and teachers use Destiny and Aeries (student information systems) to ensure that all students have access to our virtual and other resources according to their specific and individual needs.|Our advisory teachers meet with each home educator regularly to make sure that students are progressing according to their projections. Because we are one charter school, all students have access to our resources according to their specific and individual needs.|Currently, our barriers have been limited to our ordering and receiving process. There has been a lag between the order, to the approval, and then the acceptance. In some cases, there has been a lag in delivery time or in availability of materials.|No major changes are needed at this time.||2021-06-17||2021                
50711000000000|Hickman Community Charter|7|The district reviews the master schedule for all schools to determine 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 students have access to Math, Science, Social Studies, Science, Health, and PE.  In addition, enrichments that include STEM classes, music, band, coding, etc are also made available.  We continue to offer these enrichments and review our offerings yearly to refresh.|Hickman students have access to a broad course of study appropriate for grades TK-8.|We would like to offer more access to enrichment classes.  We are doing offering more than most other schools our size.|None at this time.||2021-10-11||2021                
50711340000000|Keyes Union|7|The district continues to support and offer a board course of study that is supportive of our students, their career goals, and academic needs. We are continuously trying to increase our core instruction as well as providing exploratory electives for our students to engage in.|All students have full access and are enrolled in a broad course of study.|We do not have any current barriers.|Additional staffing has been hired to increase the number of electives, including and music.|As a small district, it is at times difficult to offer electives at the middle school level. This is both a result of block scheduling and staff credentialing. We do however try to vary the electives each semester and continue to work o staff professional development.|2021-08-10||2021                
50711420000000|Knights Ferry Elementary|7|All students in all grades / classes have access to the same texts and curriculum per their grade level. There is only one teacher per grade and tracking is limited to providing the same texts to each classroom as per their grade requirements.|All students in all classes are enrolled in a broad coarse of study.|There are no barriers.|No revisions are necessary other than to continually look for opportunities to add to our VPA and CTE offerings.||2021-06-24||2021                
50711670000000|Modesto City Elementary|7|9-12 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 addresses 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. K-8 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 addresses 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 embedded additional language supports in self-contained classroom settings.|9-12 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. K-8 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.|9-12 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. K-8 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|9-12 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 the Seal of Biliteracy recipients is an area of focus for 2021-22. 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. K-8 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 2021-22. 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.|Modesto City Schools has a common Board that oversees the joint operation of the elementary and high school districts.|2021-06-21||2021                
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.||2021-06-17||2021                
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 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, Central Valley has over 60 a-g course titles approved by UC, and over 165 course titles in general (non-college prep) coursework titles for students to choose from. 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.||2021-06-17||2021                
50711750000000|Modesto City High|7|9-12 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 addresses 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. K-8 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 addresses 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 embedded additional language supports in self-contained classroom settings.|9-12 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. K-8 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.|9-12 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. K-8 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|9-12 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 the Seal of Biliteracy recipients is an area of focus for 2021-22. 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. K-8 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 2021-22. 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.|Modesto City Schools has a common Board that oversees the joint operation of the elementary and high school districts.|2021-06-21||2021                
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.||2021-06-17||2021                
50712090000000|Paradise Elementary|7|Paradise Elementary School District selects all curriculum from a state adopted instructional material list.  A staff development day is used for teachers to preview the books and come to an agreement as to what is important to the teachers and our population of students.  The staff uses a standards map to check the standards in each content area and are looking to see that all domains and strands are met.  At that point, 2 books are selected to be piloted  Then, it is a staff decision based on the time they have had to preview the books in school with their classes. All students are provided with the material selected and have access to a broad course of student in each content area.|All students have access to a broad course of study at Paradise Elementary School District. The Board of Trustees signed a resolution this year on September 8, 2021 that stated the district has sufficient textbooks and instructional materials for each student, including English learners, in Mathematics, Science, History-Social Science, and Language Arts.|There are no barriers preventing Paradise Elementary School District from providing access to a broad course of study for all students.|The Paradise Elementary School District plans to continue ensuring that the district can ensure that every student has access to a broad course of study.  Every year the board will evaluate the sufficiency of instructional materials and pass the resolution if sufficient and comply with the requirements of the Education Code Section 60119.||2021-10-13||2021                
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 not all  English Learners are 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|Currently, our English Learners encounter barriers to accessing the broad course of study, due to the fact that they must take Englsih Language Development, that at a time prevents them from taking an elective. If students fail a class, it also prevents students from accessing courses since the failed course could be a pre-requisite.|English Learners can opt-out of ELD  and then access any courses.  The school site will monitor progress to ensure that ELD class meant as intervention, is not needed. We have also implemented a credit recovery program throughout the year so that students can make up for failed classes.||2021-10-04||2021                
50712330000000|Roberts Ferry 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.|Roberts Ferry Elementary annually reviews master schedules, adjusts staffing, and makes faculty 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.|When reviewing the master schedule for grades 7-8, students do not have a selection of choices for elective coursework outside of California Ed Code 51220 – 51229.  Factors which impact their choices include staffing constraints as found with a small rural K-8 grammar school.|Roberts Ferry annually reviews the master schedule at all levels and will make necessary 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.||2021-06-08||2021                
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 and Wood Shop.|The district identified no barriers preventing access.|The district did not revise or implement new actions.||2021-06-15||2021                
50712660120063|Independence Charter|7|The district reviewed the charter's master schedule to confirm the extent to which all students are enrolled in a broad course of study based on grade span.|When reviewing data, the charter found that all students in grades 1 - 5 have access to English, Mathematics, Social Science, Science, Health and Physical Education. In the area of Visual and Performing Arts, elementary students have access to band, strings, and choir and Orff music education approach which combines music, movement, drama and speech by trained teachers. Throughout the year the charter provides art instruction to students through the use of LCFF funds with teaching artists provided by the Central California Art Association.|The charter identified no barriers preventing access.|The charter did not revise or implement new actions.||2021-06-15||2021                
50712740000000|Shiloh 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.|Shiloh Elementary annually reviews master schedules, adjusts staffing, and makes faculty 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.|When reviewing the master schedule for grades 7-8, students do not have a selection of choices for elective coursework outside of California Ed Code 51220 – 51229.  Factors which impact their choices include staffing constraints as found with a small rural K-8 grammar school.|Shiloh Elementary annually reviews the master schedule at all levels and will make necessary 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.||2021-06-08||2021                
50712740121558|Shiloh Charter|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.|Shiloh Elementary annually reviews master schedules, adjusts staffing, and makes faculty 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.|When reviewing the master schedule for grades 7-8, students do not have a selection of choices for elective coursework outside of California Ed Code 51220 – 51229.  Factors which impact their choices include staffing constraints as found with a small rural K-8 grammar school.|Shiloh Elementary annually reviews the master schedule at all levels and will make necessary 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.||2021-06-08||2021                
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 the 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 final 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 5-6, having completed grades TK-2 in 2018-19 and 3-4 in 2019-20 through a progressive release model.  Optional Choir in grades 3-6 and Band in grades 5-6 pull-out instruction was unfortunately not offered during the 2020-21 school year due to COVID restrictions.|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 that impact their access include staffing constraints and scheduling of those classes which may be in conflict with other required coursework.  SUSD has made adjustments to the 2020-21 elective selections based on student balloting in the Spring of 2020.|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.||2021-06-17||2021                
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.|Since 2017-2018, the middle school department chairs have continuously met and focused on guaranteeing the same opportunity to a broad course of study at all of the middle schools. The middles schools have implemented Language Arts and Math Intervention classes. Co-teaching has been implemented in middle school which allows the Resource Specialist to support student with learning disabilities in class instead of pulling them out of the mainstream class.  Elementary sites all provide a broad course of study for all students and have implemented intervention schedules within the regular school day. A previous 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. Resource Specialists have now been provided with core curriculum aligned to standards with the expectation that this curriculum would be used to provide core instruction. Three middle school English Language Development paraeducators provide English Learners additional supports to improve their academic achievement. Higher percentages of reclassification have been noted. Providing additional support to English Learners will likely decrease the number of students identified as Long-Term English Learners (LTEL) and At-Risk of LTEL.|English Learners are receiving additional support during the intervention periods and being pulled out for designated ELD which impacts their ability to access electives. Master scheduling at the middle school is being reviewed in depth this year to address the needs of the English Learner subgroup.  The Special Education Department continues to focus on the CORE 4: 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. Special Education teachers attend professional development offered to General Education Teachers and participate in job-alike teams meet bi-monthly to review and monitor department and site progress in the implementation of the “CORE 4”. Special Education Teachers were also included in the adoption of History/Social Science. Including ELD Specialists and Special Education Teachers in future curriculum adoptions provides them an opportunity to share their expertise in regards to the needs of ELs and students with disabilities.|In response to the results indicating a need to increase our focus on identified student groups, a professional learning plan has been developed to ensure equitable access to a broad course of study for all students. Included in the professional learning plan is the continuance of Collaborative Teacher Time to allow time to analyze student performance data and determine interventions. Special Education Teachers and ELD Literacy Specialists attend meetings with General Education Teachers which allows them to be provide input in regards to students with disabilities and English Learners. The district has made a commitment to providing additional coaching and support and has restored the Instructional Facilitator position. Ongoing professional development is offered in all content areas to maintain teacher competency. Teacher surveys indicate that the district’s implementation of ELA, ELD, Math, and History-Social Science are at Full Implementation. Next Generation of Science Standards is rated at Initial Implementation.||2021-06-22||2021                
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 Performing 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 2020-21 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 en|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.  Due to the pandemic, we were not able to offer afterschool options as we have in the past.  In the 21-22 school year, we will be offering multiple opportunities for students before and after school for intervention, social-emotional support, homework support, tutoring and physical activities.|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.  We will use data and master schedules to determine present and future needs.||2021-06-07||2021                
50755490000000|Hughson Unified|7|Tools being used: Master Schedules AERIES DataQuest California Dashboard|- K-5: ELA, ELD, Math, Science, History, PE, Art (visual & performing), 5th grade Band/Music - 6-8: ELA, ELD, Math, Science, History, PE, VAPA, various electives, intervention - 9-12: ELA, ELD, Math, Science, History, PE, VAPA, CTE, various electives, intervention|Differences Across sites and student groups including unduplicated and students with exceptional needs: - Grades 6-8 only have one elective period, therefore students with Special Needs and ELs are enrolled in the corresponding supporting course (Study Skills/ELD) - Grades 9-12 have two elective periods, however, EL students with Special Needs may still require courses to support their needs (Study Skills/ELD) - IEP Teams do have the ability to determine that EL students with Special Needs may receive ELD in their Special Ed courses|Revisions, decisions or new actions: - All students designated as ELs will be enrolled in a designated ELD course at both RMS & HHS. This is a state and federal requirement, however, it will eliminate an elective from the students that are classified as ELs. -An intervention period of 30 minutes maximum will be implemented at RMS & HHS to support students academic needs during the school day||2021-06-08||2021                
50755560000000|Riverbank Unified|7|Riverbank High School is a comprehensive college-preparatory high school.  We believe that all students are entitled to a rigorous and relevant education that will prepare them for the challenges of post-secondary education, the workforce or military service.  At RHS, our core content courses, including most elective courses, meet the CSU/UC A-G course work requirements.  The A-G designation means the course will require students to work at a college preparatory level.|Evaluation of schedules and course of study information at the elementary schools in Riverbank USD identified that all students in grades K - 5 have access to English, Mathematics, Social Science, Science, Health and Physical Education. In the area of Visual and Performing Arts, elementary students in grades 2nd through 5th have access to a music teacher in their class weekly. Students in grades TK-1 have music integrated by their classroom teacher. When reviewing data at the middle school level, the district found that all students in grades 6, 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, Strings, Choir, ASB Leadership, Yearbook, Mandarin, Computer Technology and applications.  See below|The district identified no barriers preventing access.|The district identified no barriers preventing access.|High school schedules revealed access to the following subject matter areas: English, Social Science, Physical Education, Science, Mathematics and Honors Mathematic, Health Advanced Placement courses in English, Spanish, Science Social Studies, Art. Visual & Performing Arts, which includes Art, Drama and Music and Career Technology Education in Graphic Design, Agriculture, Culinary Arts, Building Construction. Elective offerings provided at the high school include: AVID, ASB Leadership, Yearbook, Computer Technology and applications. Riverbank High School is a comprehensive college-preparatory high school. At RHS, our core content courses, including most elective courses, meet the CSU/UC A-G course work requirements.|2021-06-01||2021                
50755560113852|Riverbank Language Academy|7|Riverbank Language Academy is a workshop school, instruction is centered around literacy in English and Spanish, creating opportunities for students to develop bilingualism and biliteracy upon completion of the dual immersion program.  All students have access to a high rigorous course of study in ELA, Spanish, Mathematics, Social Sciences, Health and Physical Education and Science. A special focus is given to students that are part of RLA's unduplicated count; the school has additional instructional supports for students with unique and exceptional needs.  Students that have special education supports are mainstreamed in regular education classes providing access to a broad course to develop students' social emotional and academic skills.|Riverbank Language Academy tracks and measures student progress throughout the year to ensure that students are meeting academic benchmarks.  The school has target benchmarks in reading, writing, and math, and has established different supports for students that are not meeting these. RLA has established reading and writing intervention support for Tier II and Tier III students, English Language Development supports, and math support for targeted grades (4th-6th).  Additionally, for 2021-22 a small group of teachers are training in Reading Recovery to further support student achievement and the goal is to have all students reading at grade level by the end of third grade.|Riverbank Language Academy used both state and local measures to monitor the academic progress of our students.  Students learning in-person and virtually during the 2020-2021 school year, were assessed through the CAASPP  and ELPAC, as well as NWEA (Northwestern Evaluation Assessments) and local reading and writing assessments like DRA (Developmental Reading Assessment) and unit assessments in reading, writing and math.  Through analyzing the academic results from this data, one of the identified barriers is the learning loss that students experienced during the pandemic. RLA students had a higher percentage across all grade levels of students that did not meet the target benchmarks in comparison to previous years.  The school is focusing on Tier I intervention during the regular school day for students that are slightly below grade level, with more intensive supports for those students needing more targeted intervention. This will be a continued goal for RLA as the school works on closing the achievement gaps created by the learning loss of this pandemic.|In response to the academic (state and local) data, RLA has created new opportunities for students to receive intervention.  Students that did not meet benchmark, were offered access to summer classes. Also, the school created a new Teacher Interventionist position and a paraprofessional to support student academic success for Tier II and Tier III students as identified by academic achievement.|Students at Riverbank Language Academy have maintained proficiency in English, Spanish, and Mathematics as indicated in CAASPP data throughout the years; students are meeting the state averages in English Language Arts and Mathematics as well as demonstrating Spanish proficiency through the APRENDA scores. RLA strives to provide academic excellence to educate its students to become bilingual and biliterate in English and Spanish by the end of eight grade.|2021-06-24||2021                
50755640000000|Oakdale Joint Unified|7|All students have access to a broad course of study in all grade spans, including unduplicated student groups and individuals with exceptional needs. We are working to increase the number of students who are college and career ready and increase completion of A-G and Career and Technical Ed. While we have some information from the CDE Dashboard, Additional Reports and Data, College/Career Measures Report, we are intending for the 21-22 school year to provide us some baseline data. Courses currently available, again according to Data Quest (2018-2019) include Art, Computer Education, English Language Arts, Foreign Languages, Health Education, History/Social Science, Mathematics, Music, Physical Education, Science, Agriculture, Business and Finance, Health Science and Medical Technology, and Work Experience Education. Fire Science is a more recent addition.|All students are enrolled in a broad course of study across school sites. All elementary sites utilize the same curriculum and provide Tier I classroom intervention in order to provide support for struggling students and Tier II Learning Lab Interventions to provide support for students two or more years behind. In addition, we are working with our county partners and a team of K-12 GenEd and SpEd teachers to make sure that grade-level, district adopted curriculum is being used in classes for our resource and SDC students, so that this broad course of study is available to all students.|We have no barriers preventing our district from providing access to a broad course of study for all students.|Oakdale Joint Unified School District continues to work to ensure that all students have access to a broad course of study through curriculum adoptions and trainings, curriculum support sessions for teachers at all grade levels, encouraging enrollment in AP classes when appropriate, and providing an array of electives from students can choose.||2021-06-14||2021                
50755720000000|Waterford Unified|7|Locally selected measures: 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.|Extent to which all students have access to, and are enrolled in, a broad course of study: 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.|Identification of any barriers: 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.|Revisions, decisions, or new actions: The district engaged in processes related to LCAP development to inform our actions in increasing access and success in completion of a UC/CSU a-g course of study. This work along with investigation into practices of other LEAs with high UC/CSU a-g completion rates 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  *Explicit coherent ELA instructional program 7-12, to reduce the percent of students receiving  "D’s.”  Analysis of the California Schools Dashboard and DataQuest show an increase in College and Career readiness as well as higher UC/CSU a-g success rates in WUSD.||2021-06-10||2021                
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, and over 165 course titles in general (non-college prep) coursework 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. For the 2018-19 school year, the number of a-g completers dropped to 9% and CTE completers increased to 4%.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.||2021-06-17||2021                
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, various online and digital platforms, usage reports from online and digital platforms, content committees i.e. math and science, course offerings, theme-based schools, Western Association of Schools and Colleges (WASC), and Career Technical Education evaluations.|Adopted Course of Study Grades 1-6: English Language Arts, 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 (2020-2021 - virtual), Music, Study Trips (2020-2021 - virtual), Outdoor Education (Naturalist for a Day), and Theme-Based Schools, Human and Growth Development, STEM, Assemblies (virtual), Guest Speakers (virtual), and Dual Language Immersion.    Adopted Course of Study Grades 7-12: English Language Arts, 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, Music and Performing Arts, STEM, District Farm, honors, advance placement, Edgenuity, Career Technical Pathways, Four Year Plan (high school), 21st Century Skills course, Digital Citizenship, Bridge Program, Alternative Educational Setting, Dual Language Immersion, Athletics, Co-curricular and extra-curricular activities and opportunities, Dual Enrollment, and CSUS courses.|A challenge during the pandemic (2020-2021) was providing students access to devices and hot spots for learning in the various learning models.|Turlock USD on-going and annually reviews measures and tools to ensure access to a broad course of study for all students in the district.  The District's 21st Century Skills course exposes students to career exploration and opportunities.  The balloting process provides students to choose required core and elective classes.  Staff and students have opportunity for input on the Master Schedule.  Community partners like UC Merced provide valuable opportunities for students.||2021-06-15||2021                
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, various online and digital platforms, usage reports from online and digital platforms, content committees i.e. math and science, course offerings, theme-based schools, Western Association of Schools and Colleges (WASC), and Career Technical Education evaluations.|Adopted Course of Study Grades 1-6: English Language Arts, 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 (2020-2021 - virtual), Music, Study Trips (2020-2021 - virtual), Outdoor Education (Naturalist for a Day), and Theme-Based Schools, Human and Growth Development, STEM, Assemblies (virtual), Guest Speakers (virtual), and Dual Language Immersion.    Adopted Course of Study Grades 7-12: English Language Arts, 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, Music and Performing Arts, STEM, District Farm, honors, advance placement, Edgenuity, Career Technical Pathways, Four Year Plan (high school), 21st Century Skills course, Digital Citizenship, Bridge Program, Alternative Educational Setting, Dual Language Immersion, Athletics, Co-curricular and extra-curricular activities and opportunities, Dual Enrollment, and CSUS courses.|A challenge during the pandemic (2020-2021) was providing students access to devices and hot spots for learning in the various learning models.|Turlock USD on-going and annually reviews measures and tools to ensure access to a broad course of study for all students in the district.  The District's 21st Century Skills course exposes students to career exploration and opportunities.  The balloting process provides students to choose required core and elective classes.  Staff and students have opportunity for input on the Master Schedule.  Community partners like UC Merced provide valuable opportunities for students.|eCademy's data is included in the Turlock Unified School District reporting of local indicators.|2021-06-15||2021                
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 earn a high school diploma and/or  meet the conditions of their expulsion. Aeries is used to track data for course enrollment, grades earned and credits. Using a combination of data gathered from Edgenuity course data and reports, Aeries course enrollments, and CTE participation, efforts will be increased to ensure all students have access and are enrolled in a broad course of study, based on grade spoons, unduplicated groups and individuals with exceptional needs.|All students have access to all courses at Feather River Academy with no restrictions. Staff is very proactive to ensure that students have access and are enrolled in the courses they need to earn credits for graduation or readmittance to their district of residence.  Currently Health is offered but not aligned with the newly provided framework. Staff is actively working to develop a more comprehensive Health course. Foreign language is available but not typically accessed, visual and performing art is available but only accessed by students on a voluntary basis. Physical education is currently limited to off-campus activity logs. Staff recognizes the need to ensure that students not only have access to, but are enrolled in these courses.|The largest barrier involves the small staff size, high student transiency rates and very diverse needs of the students. Due to the small enrollment master scheduling restrictions related to the number of credentialed teachers, courses are frequently taught in classrooms that address multiple grade spans as opposed to single subject, single grade level courses.|A continued focus on providing flexibility and options for students. There were two staff members trained in the new Health Education Framework and those staff members are committed to using that resource to supplement the current curriculum available through Edgenuity and to improve the comprehensive Health Education for all students.  Currently students receive PE credits through submission of an outside activity log. The goal is to provide Physical Education to all students within the regular school day.||2021-06-23||2021                
51105120140152|Pathways Charter Academy|7|When students enroll at Pathways Charter Academy, all students must complete an individualized learning plan. This plan is designed to support the students' course enrollment to ensure they are accessing and enrolling in the courses that best support their ability to earn a high school diploma and/or  meet the conditions of their expulsion. Aeries will be used to track data for course enrollment, grades earned and credits earned on transcripts. Edgenuity course data and reports are used to ensure all students have access.|All students have access to all courses through Edgenuity with no restrictions. Staff is very proactive to ensure that students have access to the courses they need to earn credits for graduation and/ or readmittance to their district of residence.  Currently Health is offered but not aligned with the framework. Staff is actively working to develop a more comprehensive Health course. Foreign language is available but not typically accessed, visual and performing art is available but only accessed by students on a voluntary basis. Staff will work with students and parents to expand opportunities and encourage students to enroll into a broad course of study.|Many of the students who enroll at Pathways Charter Academy are credit deficient and struggling to meet basic graduation requirements. Meeting the diverse demands of credit deficiency makes it challenging to have students enroll in applied arts, foreign languages and visual and performing arts. Students and their families typically elect to focus on core academic subjects and minimum graduation requirements.|PCA staff will continue to focus on providing flexibility and options for students by continuing to engage in professional development in the online student management and curriculum through the Edgenuity platform. This will enable staff to support students in accessing and enrolling in a broad course of study that will lead in graduating and/or returning to the home district.  Our PCA teacher was trained in the new Health Education Framework and is committed to using that resource to supplement the current curriculum and create a comprehensive Health Education program for all students. There is support for on-going collaboration around the use of the new Framework in the form of Community of Practices for educators across the county.||2021-06-23||2021                
51713570000000|Brittan Elementary|7|All students in grades JS-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 has adopted Science Curriculum and will be implementing the curriculum during the 21/22 school year.  With the adoption of this curriculum it will allow equal access to Content Standard Curriculum in Science in grades K-8.|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.|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.|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 future.  Staff will include formative and summative assessments that will ensure that all learners receive thoughtful, responsive courses of study that prepare them to meet grade level learning goals||2021-10-12||2021                
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.||2021-06-17||2021                
51713730000000|East Nicolaus Joint Union High|7|ENHS uses multiple measures to track our students in these areas:  Aeries educational and information system Cal Pads In house monitoring by spreadsheet based on master schedule|Every student at ENHS has access to every class on campus save for some classes that require a prerequisite class such as:  Spanish 1 and 2, German 1 and 2, and advanced welding and manufacturing classes. All ENHS students are given the opportunity to take any enrichment class and or CTE class they so choose.|We see no barriers at this time. Our EL population is so low that the only possible barrier would be in ELA but we have developed one of our teachers to become ERWC certified so we have eliminated this barrier for progressing through all English classes.  Our course offerings are for all students even those who are identified as special education.|Our one definitive barrier is AP and Honors offerings in our core content area.  We need to develop an academic pathway, beyond graduation track, that embodies a deepened rigorous AP pathway to entice students to select and opt into a course of study that generates interest for A-G.||2021-06-10||2021                
51713810000000|Franklin Elementary|7|Students at Franklin School are enrolled in a broad course of study.  A full time P.E. teachers provides 200 minutes of P.E. instruction for every 10 days for students in Grades K-6.  One of the Jr. High teachers teaches P.E. to students in grades 7 & 8.  A Music substitute was recently hired to provide music classes to all students.  All students participate in math, ELA, science and social science.  Franklin School does not have a language class for upper grade students.  Technology is used in all grade levels and students work with many technology programs.  All students are issued a Chromebook.  Every Wednesday at Franklin School, students are dismissed about an early. The staff uses Wednesdays to collaborate about student achievement or areas needing improvement.  WIN (Whatever I need) time is created to provide intervention and extension activities for ALL students.|All students at Franklin School are enrolled in a broad course of study. For the 2021 - 2022 school year, an art teacher was hired to provide classroom art instruction to Grades K - 5.  Art is offered to students in Grade 6 - 8 as an elective.|Franklin School does not have a language instructor. This is due to a shortage in world language teachers.  At this time, a language instructor has  not been built into the budget.|Franklin School is investigating Career Tech opportunities through Sutter County Superintendent of Schools (SCSOS).  The Jr. High team currently has a long term sub that is working with students on a language class during WIN time.||2021-06-15||2021                
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 student’s 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.  World Language will be offered in 2021-22 to 7th and 8th grade students.|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.  World Language will be offered in 2021-22 to 7th and 8th grade students.||2021-06-08||2021                
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, ELA, Mathematics, Social Studies, Science, Physical Education/Health, and Visual and Preforming Arts. 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. Students with special needs or English learners are provided additional support to ensure access to the broad course of study being offered.|We continuously work to ensure the courses offered are accessible to all students , especially students with special needs and those who are English learners.||2021-06-14||2021                
51714070109793|South Sutter Charter|7|All students have access to a broad course of study through a diverse offering of instructional opportunities and materials for grades TK-12. Locally selected measures are compiled and tracked in the school’s SIS. These measures include: 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. 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 first semester. Results are used to formulate an individualized learning plan. Students who score below grade level on this assessment are provided additional support to close the achievement gap. For students in grades 8-12, annual School Counselor 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.   Additional details can be found at: https://docs.google.com/document/d/1Pkr8BD7oi_IP3EHVLhGfbF2qmrEluFH56p1g4OnnXmk/edit?usp=sharing|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 and print curriculum, and instructional classes are available. Additionally, several school organized field trips are offered each month. Students in grades 9-12 can select from 150+ a-g approved courses, each with a syllabus specifically tailored for independent study.  Students can also engage through online group discussions, community vendors, or online synchronous courses. Students can complete a CTE certification in 12 different career pathways. The school counselor works individually with each student in grades 8-12 to help them design a broad course of study. The outcome of those meetings is a 4-year planner that outlines the courses and methods of instruction that will best suit each individual student’s needs. For students who have an IEP and English Learner students, please see full narrative (url at bottom).   We are able to serve many different sectors of exceptional students. Students who choose an accelerated program can take honors, AP, and college courses during high school. For students who have an IEP and English Learner students, please see full narrative (url at bottom).  Additional details can be found at: https://docs.google.com/document/d/1Pkr8BD7oi_IP3EHVLhGfbF2qmrEluFH56p1g4OnnXmk/edit?usp=sharing|As an Independent Study charter school in California, the school experiences some inherent barriers associated with the student population spread out over the large geographic area of several counties. Compared to site-based schools, the identified barriers described here are unique to Independent Study schools. The school has created learning opportunities for all students, including offering local field trips, 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.   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.  Despite these barriers, all students have access to a broad course of study. Additional details can be found at: https://docs.google.com/document/d/1Pkr8BD7oi_IP3EHVLhGfbF2qmrEluFH56p1g4OnnXmk/edit?usp=sharing|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. The school continues to use Low Performing Student Block Grant funding to provide students with focused instruction on ELA and math test preparation, intervention tutoring, and learning opportunities as they enter our school.  For the 2018-2021 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.    For the 2020-21 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.   Additional details can be found at: https://docs.google.com/document/d/1Pkr8BD7oi_IP3EHVLhGfbF2qmrEluFH56p1g4OnnXmk/edit?usp=sharing||2021-06-04||2021                
51714150000000|Meridian Elementary|7|The measure that we have for tracking a broad course of study in our school schedule.  We have only four classes.  Our school has only 72 students and teachers teach multiple grades.  All grades have the same subjects taught.  The majority of our school is low income and we provide all programs schoolwide.|All students, most of which are unduplicated student groups, have access to math, language arts, history, science, physical education, health, art, robotics, and outdoor education.  This is true for all students in grades Tk-8.  However, this year we are implementing health education.  This is measured through the school schedule and gradebook. We still do not provide foreign language because our staff is so limited at our small school.|In order to provide a broad course of study we would need to implement a foreign language program.  We do not have any credentialled teachers who are credentialled in a foreign language.  P. E. has been offered, but a more comprehensive and organized PE program needs to be offered and we are taking measures to reach the content standards.|This year we are providing health education to all students TK-8.  However, students in Tk-8 that require intervention in language arts and math might be pulled during that time.  We are also focusing on having daily physical education with an organized plan and using the PE standards.  We will continue to teach robotics, outdoor education, and art to all students.||2021-10-14||2021                
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 are 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 most 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 high school student.  Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. Platforms that require multiple student logins also create barriers, especially for younger students|The school strives to offer additional electives in the CTE category and will continue to encourage students to enroll in a-g approved coursework. Middle School offers a variety of electives.  Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 8th graders (those who completed the 7th grade Careers course). To ensure access to content, the school provides ISP reimbursement to those who qualify, mobile hotspots and school supplies to students demonstrating need, and reimbursement for AP exams for those who qualify. The school is also working to provide students with single-sign-in (SSO) experiences to reduce barriers that impede student access due to multiple student logins.||2021-06-09||2021                
51714230000000|Nuestro Elementary|7|Nuestro  students have access to and are enrolled in the  following: English, Mathematics, Social Science, Science, Physical Education.  We currently are not offering Visual and  Performing Arts, or Foreign World Language  in the middle school.|The locally selected measures demonstrate all Nuestro TK-8 students have access to a broad course of study. In addition, school  has curricular focus areas which ensure additional opportunities for students across the district. In addition to a broad course of study Nuestro Elementary offers a  Engineering (STEM) to our 6th to 8th grade students. Nuestro students participate in the Art, Physical Education  program which provides additional enrichment opportunities for all TK-8 students. Students who are struggling academically have the support of Intervention/Data Coaches, a Math Coach, Resource Teachers, 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 Nuestro 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 21-22 the LEA will provide Intervention/ Data Instructional Coach, Special Education teachers and support staff,  Instructional Aids, training and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the Common Core. To support struggling students and Students with Disabilities, the supplemental curriculum is aligned to the adopted curriculum and designed to bridge the gap between striving readers and grade level text. Adopted curriculum and supplemental curriculum is provided.  Instructional coaching will be available at Nuestro through Sutter County Superintendent of Schools and our own coach.||2021-06-10||2021                
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 2020-2021 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.|Our 9-12th grade 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 TEAMS. 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.||2021-06-14||2021                
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 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 and all students receive the same course of study. A review of the daily schedules for each grade level is done to confirm that all students have access to, and are enrolled in, ELA, Mathematics, Social Studies, Science, Physical Education/Health, and Visual and Preforming Arts.  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 CTE and 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, and Visual and Preforming Arts.  Students with special needs or English learners are provided additional support to ensure access to the broad course of study being offered.|We continuously work to ensure the courses offered are accessible to all students , especially students with special needs and those who are English learners.  At this time, we are working to align our Health Education program with the newly adopted framework and standards.||2021-06-10||2021                
51714490000000|Sutter Union High|7|SUHSD will utilize the following locally selected measures and tools to ensure that all students have equal access to and are enrolled in a broad course of study. 1. Board Approved Course Catalog. 2. Parent/Student surveys. 3. Graduation Rate 4. Course schedule based on Student's needs and requested electives. 5. WASC self-study and Visiting Committee reports.|All SUHSD students, have access to, and are enrolled in, a broad course of study.  A seven period daily schedule allows students to meet core academic state graduation requirements and be able to take a variety of elective courses that prepare them to achieve their post secondary goals. The district provided a wide variety of AP and CTE  courses to meet the needs of a diverse student body.|There are no barriers preventing the SUHSD form providing a broad course of studies for all students.|SUHSD will continue to evaluate student achievement and stakeholder feedback when considering revisions or new course of study actions.  The need to expand CTE course opportunities was identified by the district's recent WASC and LCAP development process.||2021-06-08||2021                
51714560000000|Winship-Robbins|7|Using survey information collected from parents, staff and students and additional measures collected such as our master schedule to ensure that all students have access to, and are enrolled in, a broad course of study and identify areas of focus.  Robbins continues to implement Universal Design for Learning (UDL) to provide for all students' learning needs. To promote UDL lesson design, the administration and teaching staff use the UDL Observation tool created by administration. The UDL observation tool clearly states 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 the 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.|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 student groups, yet their access and supports are 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.|Results of the survey information and additional measures such as meetings and conferences there are no barriers preventing W-RESD from providing access to a broad course of study for all students.|In response to the results of our surveys, conferences and meetings W-RESD will continue to develop UDL practices to ensure that all students have access to a broad course of study and are receiving high quality instruction. Administration is in the process of creating a teacher development and evaluation program to develop and grow high quality teachers, coaches and future administrators.||2021-06-16||2021                
51714560133934|Feather River Charter|7|School tracks all course access via the Master Agreement for TK-12 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition which is verified by staff using the student information system.    Students in 9th to 12th grade have an Individual Graduation Plan (IGP) to ensure students are enrolled in accurate courses for graduation which include UCOP a-g and CTE courses.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  Students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.  Curriculum choices are tracked on an online data base to ensure all students have access to state approved grade level curriculum adopted by the school board.   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 agreement, IGPs, master schedule, student course schedule (semester), report cards/transcripts, online curriculum database, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.  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.|We do not have barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts, and world language.|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).||2021-05-25||2021                
51714566053334|Winship Community|7|School tracks all course access via the Master Agreement for TK-8 students.  All TK-8th grade students are required to enroll in English, Mathematics, Social Studies, and Science per the charter petition which is verified by staff using the student information system. Students also receive instructional funds allowing them to pursue enrichment opportunities in a field of study.  Curriculum choices are tracked on an online database to ensure all students have access to state approved grade level curriculum adopted by the school board.   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 agreement, master schedule, student course schedule (semester), report cards/transcripts, online curriculum database, and parent/student/teacher conference reports.|All students, including unduplicated groups and students with exceptional needs, have access to and are enrolled in the required courses per the charter petition.  The charter petition requires students to be enrolled in English, Mathematics, Social Studies and Science. In addition, all students receive instructional funds to use towards enrichment activities and programs.  In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses and other online programs. There are no differences to accessibility to courses, across student groups.|We do not have barriers in providing students access to board course of study.  All students are enrolled in English Language Arts, Mathematics, Social Studies, and Science.  We are an independent study school and work closely with families to ensure students have enrichment opportunities in physical education, visual and performing arts, and world language.|We will continue to provide enrichment activities that develop content knowledge and academic success for all students.   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, and pacing guides).||2021-05-25||2021                
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 Advancement 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 Cali|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.    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 Advancement 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 con|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 LTELS.||2021-06-22||2021                
51714640107318|Twin Rivers Charter|7|An annual school-wide LCAP survey was administered May 2021 to all three identified groups (Students, Staff, and Parents/Community). The question asked: Priority 7: Course Access was asked to all constituents. Parents/Community: My child has access to materials (e.g., technology and resources) they need to be successful at TRCS. Students: I have access to materials (e.g., technology, training, resources) I need to be successful in my role as a student at TRCS. Staff: I have access to materials to ensure all students have access and are enrolled in a broad course of study at TRCS. Students at TRCS in grades TK - 5 have a broad course of study as determined by common core standards in ELA, math, social science, and science.  TRCS uses Aeries Student Information System (beginning July 2020) to ensure that all students are enrolled in a board course of study at TRCS.  Student Data, Demographics, and Contacts Attendance and Behavior Special Programs Grading and Reporting, including Student and Parent Portal|Parents/Community: My child has access to materials (e.g., technology and resources) they need to be successful at TRCS.  Students: I have access to materials (e.g., technology, training, resources) I need to be successful in my role as a student at TRCS.  Staff: I have access to materials to ensure all students have access and are enrolled in a broad course of study at TRCS. Students at TRCS in grades TK - 5 have a broad course of study as determined by common core standards in ELA, math, social science, and science. Over 90% of all constituent groups Agreed or Strongly Agreed with this statement.  Unduplicated student groups and individuals with exceptional needs are served within the classroom setting and provided additional support during non-core instructional time (WIN - What I need) to ensure all students have access to direct instruction from the classroom teacher.   Unduplicated student groups and individuals with exceptional needs are served within the classroom setting and provided additional support during non-core instructional time to ensure all students have access to direct first instruction from their classroom teacher.   Middle school students have 4 (four) core instruction periods in English, Math, History, and Science each day and 200 minutes of PE each week. They are also provided S2C exploration classes during their elective window.|TRCS has not identified any barriers that we are not able to overcome.|To continue to review students access to a broad course of study.||2021-06-02||2021                
51714645130125|Yuba City Charter|7|YCCS is a very small school.  All students are hand scheduled which ensures that every student is regarded independently by a person as their schedules are created.  All of these programs and classes are tracked through the AERIES student data system and monitored by the school counselor, the superintendent, the student services director, and the data manager.  Transcripts are reviewed by the principal and the school counselor at least once per year to ensure that all students are completing all course work and on track to graduate.  The Board has established graduation requirements that ensure that all students who graduate from YCCS have completed a broad course of study that is in keeping with the states standards.|YCCS is a very small school.  All students are hand scheduled which ensures that every student is regarded independently by a person as their schedules are created. All students are enrolled in a broad course of study for the grade in which they are enrolled including Spanish language, Music/Band, PE, and Art.  All high school students are enrolled in core classes which meet the A-G requirements.  All high school students have access to Spanish language classes.  High school students have in addition to core classes, 22 possible elective classes including 17 CTE classes which make up six career pathways, and Academic Decathlon. High school students have access to FFA, and CSF as well. All of these programs and classes are tracked through the AERIES student data system and monitored by the school counselor, the superintendent, the student services director, and the data manager.|Currently YCCS provides a broad course of study for all students.  New rules requiring teachers who teach elective classes to acquire specific credentials in addition to the credentials they currently hold are threatening small school's ability to offer a traditionally broad course of study.|The school will support teachers in acquiring required credentials and supplementary credentials in order to continue to offer the full spectrum of classes that have been offered in the past.  This will take time, money and considerable effort on the part of the teachers and administration of YCCS.  YCCS believe that this untimely and unnecessary credentialing requirement unduly impedes the school's ability to provide the full and rich education it has offered in the past and threatens the ability of small schools to continue to offer a truly broad course of study.|In spite of the crippling financial and logistic barriers created by current legislation which impede small schools and charter schools from progress toward greater and broader elective offerings, YCCS intends to support teachers in acquiring additional credentials and supplementary credentials to support offering a truly broad course of study.|2021-10-06||2021                
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 2020-2021; 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.||2021-10-13||2021                
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.|Broad Course of Study:  Lincoln Street School has provided instruction in core areas (ELA, Science, History-Social Science). Age appropriate enrichment opportunities are available for all students which include visual art instruction, STEM, and social development.|For the 2020-2021 school year, the biggest barrier was inadequate internet capabilities. Since the majority of school was provided virtually, it was difficult with lag, being kicked out, and buffering for students to fully engage.  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 are provided as needed in math and language arts. Online programs, such as Lexia, also support these students.|Lincoln Street School will provide an in-depth curriculum training for all parents. Teachers are prepared to address gaps in the middle school grades by offering in-person instruction for math and ELA Enrichment opportunities may still be available virtually, but with the majority returning to in-person.||2021-06-17||2021                
52105206119671|Tehama eLearning Academy|7|Data from 2020 WASC 6 year accreditation until 2026 23 Graduates (2 college and career ready) 23% completed an a-g course (down from 25%) 17% completed a CTE course (up from 13%) 	Data from 2021 29 Graduates  45% of all graduates (13 students) graduated College and Career Ready!!!!! 21% of all students completed an a-g course 33% of all students completed a CTE course|We have been working to increase participation of all students in a-g and CTE courses. We have found progress has been slowed due to the additional challenges of COVID. Lower numbers of Students with disabilities completed an a-g course or CTE course. An area of focus is to increase access to students with disabilities to complete these courses.|Challenging curriculum requirements for a-g and CTE courses make it difficult for many students, including those with low reading levels, and those students with disabilities to complete these courses. School staff are seeking alternative ways for all students to have increased access to these courses.|Additional courses have been purchased from multiple curriculum providers to provide features such as text readers, accessible content, and modalities that appeal to various learning styles.||2021-06-17||2021                
52714980000000|Corning Union Elementary|7|When each student enrolls, the student is placed in either a self-contained classroom at the elementary school or 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 ensures 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 have in providing foreign languages 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 gravel level standards 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 languages 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.||2021-12-14||2021                
52715220000000|Evergreen Union|7|EUSD uses the Quantity, Currency, Availability of Textbooks and Instructional Materials to report the extent to which all students have access to a broad course of study based on grade spans.  Because we are a small, rural school, student groups use the same instructional materials.|All students have access to and are enrolled in a broad course of studey.|N/A|N/A||2021-06-15||2021                
52715300000000|Flournoy Union Elementary|7|The LEA 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 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|The LEA 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 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|The LEA 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 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.|The LEA 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 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.||2021-10-19||2021                
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 purchased new history curriculum for grades 6-8 and has a full-time technology teacher. 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 the capacity to incorporate 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. In conjunction with the Tehama County Department of Education, the District qualified for a Multilingual Grant that will provide opportunities for professional development.||2021-10-18||2021                
52715550000000|Kirkwood Elementary|7|100% of students are placed in grade level appropriate course offerings as identified by our SIS.|All students in grades K-6 have access to a broad course of study including (but not limited to) English Language Arts, Mathematics, Social Science, Visual and Performing Arts, and Physical Education.  Students have opportunities to perform in two performances a year as well as participate in class plays.  In grades 7-8, students have the same opportunities as well as having opportunities to participate in electives.  Our middle school could improve by offering a Foreign Language.|Offering a foreign language is tricky for our small school.  There are various reasons, but at the top of the list is having a fully credentialed foreign language teacher to deliver the instruction is challenging.|Kirkwood will continue to offer a wide range of opportunities for our students within the scope of all compliance mandates associated with teacher credentialing.||2021-11-08||2021                
52716390000000|Red Bluff Joint Union High|7|Number of students enrolled in AP and Dual Enrolled courses Percent of AP tests with scores of 3 or better A-G completion rate  ACT participation and performance CAASPP Results Bi-literacy  Percentage of seniors completing the FAFSA Number of students attending 2-year and 4-year programs out of High School (National Clearinghouse)|The district has one comprehensive and one continuation school site.  The tools identified in question 1, which in essence are the metrics for the LCAP, are used to determine broad course of study access.|Language acquisition is an barrier as well as providing a more comprehensive continuum of services for our students with disabilities.|The district has implemented a co-teaching program to provide a broader course of study to students with disabilities.  It also is providing additional resources to the English Learner program.||2021-11-18||2021                
52716540000000|Richfield Elementary|7|RESD regularly reviews our program offerings 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 occur in weekly staff meetings, monthly board meetings, annual LCAP submissions etc.|RESD is a self-contained, single school district.  Each teacher teaches each subject.  Regular collaboration and PLCs ensure coordination and sufficiency of program.  We only have one school site so no comparisons can be made between sites.|Being self-contained is the biggest barrier itself.  It means each teacher needs to be a specialist in each subject, which requires continuous improvement and effort and also professional development, which is regularly provided as outlined in our LCAP.|We will continue to explore the possibility of a departmentalized setting at the 6-8 level.||2021-10-20||2021                
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 schools. 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.||2021-06-16||2021                
53105380125633|California Heritage Youthbuild Academy II|7|All CHYBA students have Personalized Plans that include a graduation plan, including students in grades 9-12, all unduplicated student groups, and all individuals with exceptional needs. These plans track each student’s broad course of study. Through each individual student’s enrollment meeting we create an individualize graduation plan and design a course of study to meet CHYBA’s graduation requirements and the interests and aspirations of each student. These plans are reviewed regularly and updated to match the student’s current needs and goals. Additionally, we use reports from both School Pathways and Edgenuity to evaluate the range of courses all students are taking, to determine if students are taking advantage of the broad course of study that is offered.|CHYBA is a one-school site. All students have access to all classes required for graduation, which includes a broad course of study with many options for individual interests. Students also have access to a variety of CTE pathways and hands-on electives which may students enjoy. Students with disabilities are also provided with all the resources and support needed to be successful, as indicated in their IEPs.|CHYBA is a small school which employs teachers in each of the core subjects, as well as certificated CTE teachers. One barrier to providing access to a broad course of study for all students is that due to our small size, it is impossible to have content expert teachers in every possible course of study. Nonetheless, all students have access to a broad course of study aligned to state standards through Edgenuity's numerous courses.  Edgenuity’s curriculum is grounded in research and aligned to state standards, the national standards, and the NGSS. Courses combine direct-instruction videos featuring expert, on-screen teachers with rigorous assignments, performance tasks, and assessments to engage students and ensure subject-area mastery. This courseware connects students with a broad course of study that gives them the flexibility to explore a wide range of courses that meet their interest, as well as meeting all graduation requirements. Considering our small size, we have a robust CTE program. However, the area of improvement would be to continually increase our offerings through additional career pathways.|CHYBA’s goal is to continue to respond to the Youth Policy Committee’s recommendations and individual student’s requests within their personalized plans, so that we provide access to courses and activities that engage students in their learning. Specifically, this will mean continuing to increase access to additional career pathways.||2021-06-17||2021                
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 2020-21 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 that exists for our district is our small size. We have limited staffing to provide electives and our relatively small number of students in these grades makes in difficult to offer a wide range of elective and course options. Another 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 been able to retain a qualified teacher in this discipline. 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.||2021-06-15||2021                
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.|All 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.  All 4th-8th grade students have the ability to participate in performing arts if they choose to do so.  All 6th-8th grade students participated in Spanish on a weekly basis.|A barrier that exists for our district is its inability to hire a foreign language instructor for all students.  We are in a rural area and have not previously been able to retain a qualified instructor in this discipline that has had the time to teach all grades.|The district will continue to offer a broad course of study to all students by retaining qualified instructors along with encouraging current staff to expand their abilities to teach more and broad 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.  Every year, we look to provide an option for an elective course that students are interested in learning about.  We will continue to search for a qualified Spanish instructor to teach all grades.||2021-10-13||2021                
53717380000000|Junction City Elementary|7|As a small, single-school district, we use our student information system, SchoolWise, 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 served.|All students in grades TK-8 are enrolled in a broad course of study. These studies typically include math, language arts, social science, science, CTE, visual and performing arts, physical education, and health. During COVID-19 restrictions, performing arts was not offered, but will be offered again in 2021-2022. All 6th-8th grade students participate in foreign language, using Duolingo, on a weekly basis.|A barrier that exists for our district is its inability to hire a foreign language instructor for all students. We are in a rural area and have not previously been able to hire and retain a qualified instructor in this discipline that has had the time to teach all grades.|The district will continue to offer a broad 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. Every year, we look to provide an option for an elective course that students are interested in learning about. We will continue to search for a qualified foreign language instructor to teach all grades.||2021-06-23||2021                
53717460000000|Lewiston Elementary|7|As a small, single school distinct, LES 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.|All LES students in grades TK-8 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. All TK-8th have the ability to participate in performing arts if they choose to do.|A barrier that exists for your district is its inability to hire needed teachers for specials, such as a foreign language.  WE are in a rural area and have not previously been able to retain qualified instructors to teach all grades.|The district will continue to offer a broad 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.  Every year, we look to provide an option for an elective course that students are interested in learning, and we will continue to do so, especially a foreign language.||2021-06-28||2021                
53738330000000|Southern Trinity Joint Unified|7|Measures and tools include: Review of classes, master schedule, enrollment of individual students, review by principal, superintendent and reports to board of trustees.|All ,100%, of students have access to and are enrolled in a broad course of study.  The high school is WASC accredited. All elementary school schedules reveal all students have access to all curricula.|The only barriers are COVID-19,  and Internet access for homework due to a lack of connectivity available in our area.|The LEA will continue to work with agencies and the government to ensure students have internet access at home and at school.||2021-06-22||2021                
53750280000000|Mountain Valley Unified|7|The Mountain valley Unified School District offers a broad course of study at the elementary (K-8) and the high school (9-12) levels. At Hayfork Elementary School offerings range from: all of the core academic areas (Math, Science, ELA, Social Studies and Physical Education) with English Language support programs to Art, Computer Programing, Robotics, 3-D Design and STEM projects. And at Hayfork High School, along with Advanced Placement classes in History and English and a-g approved courses in all core subjects, there is a very robust CTE program with the three pathways and 15 classes. Pathways include: Agriculture and Natural Resources, Ag Mechanics, Building and Construction and Manufacturing and Product Development and a Media Production class. Medical Terminology is offered on line through concurrent enrollment, two of the Ag classes are offered as dual enrollment options as well. These classes are offered to the entire student body and many of the unduplicated and special education students are enrolled in these classes. The tools that are used to track student's enrollment and completion of classes and pathways is through the CalPads and Aeries systems facilitated by a college and career counselor funded by the LCAP.|The Mountain valley Unified School District offers a broad course of study at the elementary (K-8) and the high school (9-12) levels. At Hayfork Elementary School offerings range from: all of the core academic areas (Math, Science, ELA, Social Studies and Physical Education) with English Language support programs to Art, Computer Programing, Robotics, 3-D Design and STEM projects. And at Hayfork High School, along with Advanced Placement classes in History and English and a-g approved courses in all core subjects, there is a very robust CTE program with the three pathways and 15 classes. Pathways include: Agriculture and Natural Resources, Ag Mechanics, Building and Construction and Manufacturing and Product Development and a Media Production class. Medical Terminology is offered on line through concurrent enrollment, two of the Ag classes are offered as dual enrollment options as well. These classes are offered to the entire student body and many of the unduplicated and special education students are enrolled in these classes.|The barriers preventing the LEA from providing access to a more extensive course of study would be the remote location and no immediate access to a community college, small staff of 7 teachers who hold CTE credentials and single-subject credentials in all elective areas.|In an effort to ensure that the English Learner population is given more support, the LCAP is funding a part-time EL teacher for grades 4-8 and one period of an EL teacher at the high school level (9-12).||2021-08-11||2021                
53765130000000|Trinity Alps Unified|7|Our counseling and registrar staff track student enrollment, making sure all students have access to a broad course of study. Any gaps in students educational needs are addressed. Students at THS have yearly meetings with the counseling staff to plan their educational path. At WES parent/teacher conferences take place twice a year to address student progress and needs.  No student are denied access to any classes. All THS students are enrolled in CTE classes. Some CTE courses are now being offered at WES. Those students with special needs are provided additional staff help to participate in classwork.|Besides the traditional school experience, there are other educational options available to District students. The District has a rigorous independent Study program available to students of all ages. At the high school level, Alps View is available for those that struggle academically in mainstream classrooms. RISE Academy is available for those students of all ages, that have not had success in classrooms due to either behavioral or academic challenges.|Our major barrier is recruiting teachers to live in a rural area. Our goal is to recruit teachers with Master degrees so we can teach dual enrollment courses, allowing our students to receive college credits. Last year we negotiated with CTA to pay teachers extra that have Master degrees. We have formed a recruitment and retention team that meets quarterly to help us with our recruitment efforts. This team helps retain the new staff we have recruited. Our District has written a 27 million dollar grant to enhance connectivity in our rural mountain communities. Our District is one of the largest geographical districts in the state, with some students driving 1 1/2 hours a day, one way, to get to school.|The staff survey results indicated that 100% of staff feel students need access to visual arts, performing arts, and music instruction for a well-rounded education. Expansion of CTE pathways, and the addition of our new art and PE teachers will enhance our current course offerings. The District's part time music teacher resigned at the end of last year. As a result the District has explored other options to provide musical instruction to our students. Beginning soon, after school music instruction will be available to all students. Next year a music instructor will be hired.||2021-06-16||2021                
54105460000000|Tulare County Office of Education|7|TCOE Court and Community schools utilize online courses to meet the needs of students due to their transiency and short-term enrollment.  Edgenuity online is utilized to provide A-G course access for students, and Career courses are provided through the Instructional Access Program (IAP).  Other content encompassing a Broad Course of Study is provided through instructional on-site personnel.|When students enroll in TCOE Court or Community schools, the vast majority are very credit deficient and must accumulate those credits in a very short time, as most seek to return to their regular school campuses.  Edgenuity and IAP provide the opportunity for these students to quickly recover missing credits and progress toward being on track to graduate.  All students (no matter the grade level) have access to and are enrolled in these online programs, in addition to in-seat instruction as well.  For 2021-22 a vocational education teacher will be hired to provide even more program choices and increase the engagement level of students in school.|There are no particular barriers to providing a Broad Course of Study to students, but high Chronic Absenteeism rates in the TCOE Community School does provide challenges to students being available for in-seat instruction and learning.|To provide support to students in attending school consistently (especially in the community school), the school is providing personnel to engage students in school.  A school counselor, student transition specialist, and truancy officer work to support students and their families to connect them to school.  Teachers work very collaboratively with parents to engage them in the education process to impact their child's performance/behaviors when possible.||2021-06-09||2021                
54105460119602|University Preparatory High|7|Our school utilizes the student information system Powerschool to track the progress of our students.  This year we added the learning management system Schoology.  This LMS allows our teachers and administrator to follow the detailed progress of our students in each of their classes. In addition, our students are concurrently enrolled at our community college.  This enrollment ensures that our students are offered a broad course of study.|All core classes at UPHS are a-g approved as per the University of California.  All students who graduate from UPHS have met the a-g requirements and are eligible to apply at a University of California school if they choose.|We have no barriers at this time.|None at this time.||2021-06-09||2021                
54105460124057|Valley Life Charter|7|VLCS uses the LCAP Survey, Multiple Results Assessment, and Fastbridge data to track the extent to which all students have access to, and are enrolled in, a comprehensive course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served.|In 2020-2021, Valley Life was tracking ELA, Math, and Social-Emotional Learning of students. The VLCS Board voted to use Fastbridge aReading and aMath for the 2020-2021 School year. 1. VLCS has students take the Fastbridge aReading and aMath assessments three times per year. Using the 1st-trimester assessments, goals are created to predict the year-end outcomes. This data is used to guide instruction and create Multi-Tier Support groups. The 3rd Trimester data is compared to the 1st to understand overall growth. In normal years, Fastbridge tests predict outcomes on the SBAC also. 2. Benchmark Assessments – Teachers also give pre and post-assessments in reading, writing, and math. The achievement team's data is compiled with pre-assessments. Grade levels meet to discuss the data and create SMART goals. Students also look at the data and create their personal SMART goals. After the grade level teaches the standard, a post-test benchmark is given. Teachers meet again to analyze the results. Using a fishbone diagram or other visual organizer, teachers discuss what each did that may have impacted the scores, thereby learning from each other. If needed, they reteach areas of the lesson that students did not seem to understand. VLCS's goal is that all students score proficient or above in all of the California State Standards for their grade level, as evidenced by the CAASP tests or local assessments such as Fastbridge, given in the spring.|Currently, the barriers that are evident include keeping students in class, during a pandemic.|VLCS is also currently reviewing its ELA curriculum to find any holes that exist.  VLCS will also be expanding the MTSS program to include two new positions, Orton Gillingham and after-school tutoring.||2021-06-14||2021                
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. We are adding a music program for elementary and middle school students for the 21-22 school year.  Integrated throughout all studies are the strategies of gifted education for all, including project based learning.  96% of students believe they have access to a broad course of study.  88% of parents agree the school has broad course offerings.|Currently, all of our students have access to Spanish, Physical Education, and Art.  Only students in grades 4-8 will receive classroom music education as this is the first year we are implementing the program but plan to expand to the lower elementary grades to grow the program in future years. Our middle school students in grades 7-8 also receive a variety of elective opportunities depending on the interests of students each year.|Due to some students with special needs, there are times that the classroom instruction with a spanish, art, or PE specialist can trigger extreme behaviors. 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.|During the 20-21 school year, Sycamore Valley Academy hired a school psychologist adding additional hours for students who need additional behavioral and social emotional supports.  SVA will continue to use the school psychologist in this capacity for the 21-22 school year.||2021-06-17||2021                
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. We are adding a music program for elementary and middle school students for the 21-22 school year.  Integrated throughout all studies are the strategies of gifted education for all, including project based learning.  87% of students believe they have access to a broad course of study.  95% of parents agree the school has broad course offerings.|Currently, all of our students have access to Spanish, Physical Education, and Art.  Only students in grades 4-6 will receive classroom music education as this is the first year we are implementing the program but plan to expand to the lower elementary grades to grow the program in future years. As our school grows from our K-6 grades to a K-8, we will be adding other electives beginning in middle school. 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 spanish, art, or PE specialist can trigger extreme behaviors. 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.|During the 20-21 school year, Blue Oak Academy hired a school psychologist adding additional hours for students who need additional behavioral and social emotional supports.  BOA will continue to use the school psychologist in this capacity for the 21-22 school year.||2021-06-17||2021                
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.  All students at La Sierra have access to two CTE Pathways: Culinary and Media/Graphic Arts. La Sierra offers an extensive Credit Recovery program that includes Edgenuity Online Courses and additional in-person courses.|Approximately 50% of new high school students enter our school with credit deficiencies.|La Sierra has created two new classes to address students who lack academic skills to successfully navigate the A-G process.  (Academic Success and College, Career and Beyond). In addition, to these two new classes, La Sierra offers a dual enrollment class with the local community college that focuses on the necessary skills to succeed academically.||2021-06-09||2021                
54105466119291|Eleanor Roosevelt Community Learning Center|7|Every student at ERCLC is provided with an individualized learning plan every year, a dedicated educational coordinator, and monthly learning records to track progress.  In addition, MAP is used as a local benchmark to track personal growth and progress in Reading and Mathematics.  The school offers a plethora of curriculum in addition to a recommend core curriculum, and unduplicated groups receive additional learning resources, tutoring and support.  Next year the support for students with IEPs will be expanded by over 50% to bring in additional resources for our most vulnerable students.  Additional formative and summative assessments are utilized dependent on the individual student needs.|100% of ERCLC students have access to a broad course of study  through our homeschool resource center, educational coordinators, enrichment classes, and individual learning plans.  ERCLC is also developing the “Eleanor Core” curriculum to ensure a deep scope and sequence with a variety of curriculum and a solid core foundation for the homeschool parent.  The learning plan will include a recommended pace and increase the rigor and alignment of homeschool teaching and learning to mirror the broad course of study received in traditional school.  In addition to that, students may choose to attend a broad range of enrichment classes not offered in a traditional program to develop all necessary skill sets for a rich scope of learning.  Elementary students will have the opportunity for dance, music, theater, cooking, Spanish, physics, woodshop, and agriculture - project based learning in addition to the core course of study.  Secondary students will have the same and also more opportunities for FFA, FBLA, Dual enrollment, work based learning and so much more.|One of the barriers for ERCLC is the distance and transportation for children to attend school in person.  Although students have access to a broad course of study at home through their parent teacher, being able to access learning on site with peers and credentialed teachers a few days a week creates a really healthy balance for these students and their families.  Our data has shown that the large number of our students and families in the East valley really would like an additional meeting space to access materials and teacher support closer to home.  In 2021, ERCLC will re-establish a small meeting space for families to access within 30 mins of their residence.|- Add more Special Education services including an additional Special Education Teacher, increase the Special Education interventionist, create better learning spaces by addition portables and a learning center, adding other paraprofessionals, and adding additional psychologists and counseling services and support - Add more learning resources, easier access through Clever, and more organized formative and summative assessments - Consistently use individual learning plans for each student in addition to the Monthly Learning Records - Add additional Educational Coordinators with a broad range of experience to bring additional learning opportunities to ensure all    students are connected - Working on dual-immersion homeschool program to support our second language learners  - Building more standards aligned custom homeschool curriculum and aligned classes, including more focused parent    professional development||2021-06-29||2021                
54717950000000|Allensworth Elementary|7|All students in Allensworth Elementary School District have access to all academic programs that meet California State Standards criteria.  All AESD programs are aligned the all requirements of the California Department of Education's guidelines.|Because of COVID-19 Pandemic, Allensworth was challenged with below standard technology and internet.  Utilizing various funds, every student was provided either Chrome books or tablets and internet hotspots to ensure there ability to have access of our curriculum.|The main barrier for AESD last year was the lack of access to the internet by over 75% of our community members.  Utilizing a district survey last summer, we identified only 4 families out of 48 actually had internet access in their homes.|AESD provided every student with either a chrome book or tablet and hotspot to ensure there ability to receive instruction virtually.  Also, AESD has completed the installation of Fiber-Optics for the school.   This will enable our students to have better access to various programs to enhance instruction.||2021-07-01||2021                
54718030000000|Alpaugh Unified|7|All students have access to a broad course of study. We offer A-G courses are offered for HS students.   Implemented Multi-Tiered Systems of Support (MTSS) in all elementary schools to help all children succeed: Increase and improve services to English learners and students achieving below grade level expectations by providing TOSA Early Literacy Specialist to support MTSS:  Increase and improve MTSS in elementary school through data management and organizational support from TOSA,|This year we purchased Edgenuity. This allowed us to offer broader options for electives and A-G courses. We have also use one time funding to add additional course options for students. We hired a full time teacher to specialize in electives and CTE courses. We also invested in a Media Room that provides a space for current students and HS graduates to work and have access to technology and resources.|One of the challenges we face as one of two designated small schools in the state is the ability to offer a fully broad range of courses for our students. We have 7 HS teachers total so it does create a challenge for offering broad course of study.|This year we purchased Edgenuity. This allowed us to offer broader options for electives and A-G courses. We have also use one time funding to add additional course options for students. We hired a full time teacher to specialize in electives and CTE courses. We also invested in a Media Room that provides a space for current students and HS graduates to work and have access to technology and resources. Implement Multi-Tiered Systems of Support (MTSS) in all elementary schools to help all children succeed: Increase and improve services to English learners and students achieving below grade level expectations by providing TOSA Early Literacy Specialist to support MTSS:  Increase and improve MTSS in elementary school through data management and organizational support from TOSA,  Establish an Elementary MTSS Design Team to formalize MTSS in these areas: academic (ELA and math), behavioral, attendance, socio-emotional, and college/career. Deliverables will include an assessment plan, intervention road maps, and a clearly defined toolbox of materials for first instruction and intervention. Provide schools with substitute teachers to help with assessment, and make data analysis a regular part of staff and administrative meetings so data can be used to modify instruction.  Use technology to provide targeted learning support at school and at home (Imagine Learning, iPad apps, curriculum-embedded technology, websites, etc.)||2021-06-24||2021                
54718030112458|California Connections Academy@Central|7|Course offerings are evaluated each year to ensure staff credentials are best utilized and student interest and need are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class period or to specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has also begun the implementation of an internal credit recovery program called Project Success. During the 2019-2020 school year, historically at-risk high school students passed an average of 75% of their classes in the Project Success program. During the 2020-2021 school year, the average pass rate has increased to 86.3%. These early successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization ran its own in house summer school program for the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. We had a 77% pass rate and an 85% summer graduation rate for those in their last year of high school.|This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.|While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.|For the 2021-2022 school year, the high school electives department and counseling developed a new course request tool. The purpose of this tool was to ensure that all students were able to see all elective course offerings during their spring registration period. Great care was taken to ensure all courses appeared on the tool prior to the spring registration period.|California Connections Academy (CalCA) schools are online charter schools. The broad course of study offered is outlined in the school charter. Through the online instructional delivery model, students have a very wide range of options for coursework. They are able to access a course of study that addresses their individual needs in a personalized manner, ranging from remedial to advanced options. All high school students have access to a very wide range of UC a-g approved coursework, including many Advanced Placement courses. Because of  the nature of online instruction and the use of the school’s Educational Management Platform, demographic, geographic and socioeconomic factors do not create the same barriers for accessing the school’s broad course of study as they might in some traditional public schools.|2021-06-22||2021                
54718110000000|Alta Vista Elementary|7|Alta Vista E.S.D. measures student access with progress monitoring tools. The school wide expectation is that all students are diagnostically assessed in the areas of reading and mathematics each trimester. The data from the diagnostic tool gives teachers the appropriate data to determine whether the students in their class need support to gain equitable access to the broad course of study. Currently, class schedules show the broad course of study in that we offer physical education and access to VAPA courses. In many instances, the arts are imbedded in many courses through curriculum that emphasizes STEAM instruction. However, Alta Vista also has a band program that meets with all TK-5th grade students and has an elective orchestra program for students to access. The area of weakness is our standards-based performance data in History and Science. This is our largest barrier to fully implementing the broad course of study. Unduplicated students and special needs student tend to have limited access to these two disciplines. However, much of the data is lacking in this area and where the LEA plan to focus.|Alta Vista is a single school district which affords us fewer barriers when looking at parity among grade spans and grade levels in the board course of study. Alta Vista is currently focused on improving standards-based assessment in core areas. English and Mathematics have always been heavily focused on by teachers in respect to dashboard indicators and urgency of improvement. The shift now is to incorporate the same focus on standards-based assessment in social sciences and science. Physical education and Band have always been utilized. The interest in band is very small in comparison to our size which is why the LEA shifted to offering music appreciation to TK-5 students in an effort to create interest.|Alta Vista identified through walk-throughs and lesson plan reviews that the barrier to achievement begins with planning. Student achievement is capped by planning that is more breadth than depth. The common core initiative set out to provide a deep, rich understanding of content standards. Our local measures have identified literacy as a large barrier to content access. Low literacy rates have limited our students' ability to benefit from instruction. The LEA has been focusing on the MTSS process to resolve the absence of effective intervention strategies.|The LEA has begun to implement Multi-tiered Systems of Support, improved and consistent planning practices, Professional Learning Community groups to plan and evaluate lesson effectiveness. The LEA has plans to focus on progress monitoring tools for social science, science, band and physical education.||2021-11-10||2021                
54718110139477|Monarch River Academy|7|Monarch River Academy uses several tools to confirm that we are offering a broad course of study.  Tools included surveys to stakeholders, stakeholder meetings, closely working with the county office of education, and working with local community colleges and universities.  MRA uses tracking tools for all students which occurs every twenty days to ensure all groups and grade spans have access to a board course of study.  Grades 1st through 8th have student clubs connected to their interests as well as enrichment courses which include STEM and VACA courses.  Our high school students are tracked every two weeks to ensure that they are successful.  Each student has an individual graduation plan that is revised throughout the school year.|Each of our students is enrolled in a broad course of study according to their interest and/or their graduation plan. Differences in the board course of study would vary according to geographic location.  About 25% of our high school students are concurrently enrolled in a community college or other IHE.  Each community college has different areas of study and certification that are of interest to our students.  We have also expanded our enrichment offerings to include courses that include VACA, AG, and STEM for all grade levels and we have spotlights for these courses in order for students to have greater access.|Monarch River Academy is a non-classroom-based program that partners with local community colleges as well as the county office of education.  There are very few barriers to access; however, access may include Wi-Fi connectivity due to location, transportation to courses offered away from central locations, and course enrollment caps which fill up quickly.|Monarch River Academy will provide more hotspots for students to increase access, and we will partner with more community colleges to increase access as well as enrollment opportunities when space in courses is limited.  We will also seek to increase access through local course development to offset any barriers due to location and travel.||2021-10-26||2021                
54718290000000|Buena Vista Elementary|7|Since we are a small one-school district, with only one class per grade level, all students in each grade have access to the same curriculum.  The locally selected tools used to measure access is based on the use of State adopted curriculum and instuction based in the State Common Core Standards.|Since we are a small one-school district, with only one class per grade level, all students in each grade have access to the same curriculum.  The locally selected tools used to measure access is based on the use of State adopted curriculum and instuction based in the State Common Core Standards.|There are no barriers to providing all students will a broad course of study.|We always continue to strive to improve instruction and student learning.  We provide training and coaching to our teachers and instructional aides.  We have expanded learning to provide targeted intervention and regularly monitor student progress.||2021-10-13||2021                
54718370000000|Burton Elementary|7|The district annually reviews a cross section of student schedules to ensure that all students have the required classes.  Additionally, during the 19-20 school year the district the district had a Federal Program Monitoring visit where their review confirmed all students that were reviewed had the appropriate classes.|Differences in a broad course of study vary based upon grade span.  Students in Elementary have access to all traditional subjects as well as VAPA and GATE.  Middle School students have the opportunities to include electives in their schedules based upon their interests.|One barrier that has presented issues has been ensuring Emerging Bilinguals have access to electives due to ELD.  This has been an ongoing issue as the district works to both provide ELD and the appropriate electives.|One way the district has worked to address this is to add an additional period in the middle school to ensure those students still have access to both ELD and an elective.|The district prides itself in ensuring that students from all student groups receive a robust and complete education within the district.  As a result of all these reviews and strategies implemented the district lists this priority as met for the 19-20 school year.|2021-06-21||2021                
54718370109009|Summit Charter Academy|7|The district annually reviews a cross section of student schedules to ensure that all students have the required classes.  Additionally, during the 19-20 school year the district the district had a Federal Program Monitoring visit where their review confirmed all students that were reviewed had the appropriate classes.|Differences in a broad course of study vary based upon grade span.  Students in Elementary have access to all traditional subjects as well as VAPA and GATE.  Middle School and High School students have the opportunities to include electives in their schedules based upon their interests.|One barrier that has presented issues has been ensuring Emerging Bilinguals have access to electives due to ELD.  This has been an ongoing issue as the district works to both provide ELD and the appropriate electives.|One way the district has worked to address this is to add an additional period in the middle school to ensure those students still have access to both ELD and an elective.|The district prides itself in ensuring that students from all student groups receive a robust and complete education within the district.  As a result of all these reviews and strategies implemented the district lists this priority as met for the 19-20 school year.|2021-06-21||2021                
54718520000000|Columbine Elementary|7|All students at Columbine receive the same standards based curriculum in all subjects. Columbine has supplemental programs such as Wordly Wise and Sing, Spell, Read, and Write. All students in the grade participate in the program. Some 8th graders took 8th grade math instead of Algebra. Parents, student, and teacher all supported the students' math placement. All students participate in physical education too. Unfortunately this class was very limited in 2020-21.|We were limited in our P. E. program in 2020-21 and some 8th graders didn't take Algebra. Everything else was the same for everyone.|COVID was our barrier in P.E. Some students weren't ready for Algebra and they needed general  Math.|P.E. is back to normal in 2021-22. There is only 1 student in 2021-22 who isn't ready for Algebra.||2021-10-15||2021                
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 PE in all grades. Visual & Performing Arts & 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 & showcase their talent. Health education topics are studied throughout the year as students learn about their bodies, nutrition, fitness, and making good choices. The School nurse provides up to date health information and health screenings as required. In grades 6-8, students continue being offered a broad course of study. In addition to English Language Arts/ELD, Mathematics, Science, History/Social Science, and the required Physical Education courses, students may select from a variety of additional courses: Band, Choir, Guitar, Leadership, AVID, Spanish, STEM, Agriculture, Yearbook, & Computer Science. Students are also provided access to STEM enrichment activities by participating in Math Engineering Science Academy. Students also have access to afterschool enrichment activities which includes STEM projects, Robotics, dance, photography and other offerings. Grades 9-12 ensure students have access to A-G courses as well as Dual Enrollment CORE/CTE opportunities.  OHS also offers 3 Career Pathway Academies.|While COJUSD has made significant progress in offering a broad course of study in all the content areas and grades, access to some courses are limited by individual student's academic progress. Students who are not yet at standard, such as English Learners, Students with Disabilities, and under-performing students who need intervention courses or need to repeat a course in 9-12,  and those enrolled in the alternative education setting,  have limited access to 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 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.   The District has taken extra measures and employed additional support to address the increase in failure rates due to COVID school closures, Distance Learning, Hybrid Schedules, and modified In-Person instruction.|As new content standards and frameworks are adopted by the State Board of Education, the district engages administrators and teachers in a review of the standards and instruction in that content. As new instructional materials are adopted, a thorough review process is conducted and instruction and instructional materials are upgraded; most recently, Science, followed by Visual and Performing Arts, Health, and World Languages. The district has implemented a Spanish Dual Immersion program beginning with the 2018-19 school year in Kindergarten giving students access to world languages in elementary school.||2021-06-17||2021                
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.||2021-06-29||2021                
54719020000000|Earlimart Elementary|7|All students are granted access to a broad course of students.  Classes are balanced using Pinks/Blues, local assessment data, English Learners, gender and Special Education students.|Students are granted the same opportunities at both elementary school sites (Alila and Earlimart Elementary School).  Students have Physical Education, Music and Art classes; in addition to their general education class.    At Earlimart Middle School, students are also granted equal access to Band, Art, STEM (Science Technology Engineering and Math) lab as well as their English Language Arts/Literature and Math/Science teachers.  Below performance results on local assessments will have a student placed in Math Intervention or Read 180 classes.|No barriers exist preventing students from a broad course of study.  Earlimart School District has reduced class sizes to create smaller classes for teachers, employed more teachers and has equal access to all students.|Earlimart School District will implement a common testing measure in the 2021-2022 school year to ensure equal access to it's intervention classes.  STAR Reading and STAR Math will be the universal measure for our elementary and middle school students.  Diagnostic tests will be administered at the Beginning of the Year, end of the 1st, 2nd, and 3rd trimesters.  Data will be disaggregated and analyzed to ensure equal access to a broad course of study and intervention classes.||2021-06-15||2021                
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.||2021-06-16||2021                
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 8  students currently enrolled 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. The District/School uses the following tools to measure progress: State Test, Star Reading, Star Math, teacher made assessments and the assessments that are part of the state adopted curriculum.|With such a small number of students enrolled in all grades it is very easy for the staff to give each student more individual attention so that no one gets left out. Since we have only one site there are no differences across the district. All students are enrolled in a broad course of student with state adopted materials.|There are no barriers to providing a broad course of study in the district.|The district/school will continue to provide for a broad course of study and are working to add more on line resources for students.||2021-10-12||2021                
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 6th, 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.  Additionally, KRUESD will search for opportunities to partner with other agencies, entities, and schools to provide additional course offerings and opportunities for our students.||2021-06-14||2021                
54719850000000|Liberty Elementary|7|The Liberty Middle School students (6th-8th grade) are offered a selection of elective courses: Agriculture, Technology, Study Skills, Art, Band, STEM, Music, and Leadership. We provide an elective course form to middle school students before the start of the new school year. This allows middle school students to select up to three (3) elective courses listed by preference, and the school administrator works hard to manipulate scheduling to place students in their first and second choice elective classes. English learner students and special education students select a preferred elective course and are placed in the same manner. Specialized support for English learner and special education students is provided in the morning during core classes. Elective course enrollment is tracked and managed in our student information system.  The district provides a Multi-Tiered System of Interventions for TK-8 students performing below grade level or having difficulty with peer social interactions. Small group and one-on-one direct instruction is provided by specialized staff. Students in intervention receive daily 30-minute academic and/or social-emotional support. Our English learner students receive additional language support during intervention to improve academic performance and increase the number of students who are reclassified. Our TK-5 students participate in music, art, STEM, and the school garden. Band was offered to 5th grade students for the first time this year.|Our district utilized a rubric created by the CDE to assist with evaluating student access to a broad course of study. This rubric outlined individual disaggregated student groups using quantitative and qualitative measures to assist with identifying areas where students may not be able to access some courses. The tool also assisted in specifically identify some of the factors that may be the cause of differential access.|There are time, resource, and staffing challenges for ensuring that 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 within the school schedule for these additional supports and interventions is an on-going challenge.|Our district continues to examine how individual supports and interventions are delivered and if there are other approaches that may not limit student elective access. One key strategy is our efforts to deepen the understanding teachers 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 are offered during core instructional time, therefore students' access to a broad course of study is not impacted on an a long-term basis.||2021-06-29||2021                
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.|All learners have access to ELA, Math, Science, History/Social Studies, PE, Health, and digital literacy.  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 dual enrollment courses to their list of offerings.   The number of offerings is continually being expanded to serve more learners and their interests. Partnerships with local community colleges allow learners additional opportunities for dual enrollment through the Early College program. 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 CTE 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, nine blended learning assistants support the work to offer digital literacy to learners K-12.||2021-06-07||2021                
54719930124776|Loma Vista Charter|7|Loma Vista 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.|All learners have access to ELA, Math, Science, History/Social Studies, PE, Health, and digital literacy.  In addition, English learners have a block of designated ELD incorporated into their day.  Parents outside of the site boundaries can enroll their children in the dual immersion programs during the general enrollment and Kindergarten registration process. Learners at Loma Vista 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 CTE 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, nine blended learning assistants support the work to offer digital literacy to learners K-12.||2021-06-07||2021                
54720090000000|Monson-Sultana Joint Union Elementary|7|The District uses a student information system to track enrollment in all courses. The system tracks students by all demographics including unduplicated student groups and students with exceptional needs.|The District is a single school district. All students including unduplicated, English Learner, and students with disabilities have a broad course of study. All students participate in a TK-8 PE program taught by a credentialed PE teacher. All students in TK-8 enrolled in choir and taught by a credentialed choir teacher. All students in grades 6-8 have access to choir as an elective. All __ have their own personal technology device providing further access to all curricular areas. This is a strength of Monson-Sultana School.|This area is one of strengths for Monson-Sultana School. The only barrier that exists is the smallness of the District which limits the number of programs that can be offered.|None- this is an area of strength for the District.||2021-06-15||2021                
54720170000000|Oak Valley Union Elementary|7|The Oak Valley Middle School (6th-8th grade) offers a variety of electives and prides itself on offering courses in  VAPA, Agriculture, STEM, and Leadership. We have a scheduling system for the middle school students that  ensures that all students have the opportunity to be exposed to two elective courses. Although, ELD students, due to scheduling conflicts and staffing, are limited in only having one elective versus an English only student having access to 2 electives.|SPED students are not hindered in taking multiple electives because their support comes in the  morning during core content times. The district is implementing an Intervention Department made up of a specialist and 4 paraprofessionals in order to focus in on TK-3rd grade interventions to increase the amount of reclassifications prior to an ELL becoming a Long Term ELL. In the end this will all reclassified Ell's to have two period of electives while in middle school.|Our TK-Sth grade have opportunities to participate in Art, STEM, and Music during their teachers prep time. The goal is to hire an Agricultural teacher to implement a robust 4H program for 1st thru 8th grade. The district has also  converted a computer lab into a STEM lab in order to expose all children to maker's space, robotics, and problem  solving activities with their peers.|In addition, the district is budgeting for more standards-based field trip opportunities for each grade level and staying consistent each year with the same field trips so that students can get excited and look forward to where they will go next in their next grade level. The library is getting a make-over with new furniture, technology, and increasing the  part-time library tech to full time in order to expose our students to experiences such as virtual Author Talks, virtual  field trips, and maker's space. A small rural school may be limited by staffing, but we can get creative with exposing our children to a broad course of curriculum through virtual and in person field trip experiences.||2021-06-22||2021                
54720250000000|Outside Creek Elementary|7|At Outside Creek, since there are self-contained classrooms, all classroom students are enrolled in the broad course of study for a particular classroom. All K-8 students have access to Visual and Performing Arts, and all K-8 students have access to multiple experiential learning activities.  Our Broad Course of Study includes University Physics Shows, Reptile Learning, Visual and Performing Arts, Music, and Outdoor Experiential Learning.|At Outside Creek, since there are self-contained classrooms, all classroom students are enrolled in the broad course of study for a particular classroom. All K-8 students have access to Visual and Performing Arts, and all K-8 students have access to multiple experiential learning activities.  Our Broad Course of Study includes University Physics Shows, Marine Learning, Reptile Learning, Visual and Performing Arts, Music, and Outdoor Experiential Learning. Being a one-site school district, there are no differences across schools sites and students groups in access to, and enrollment in, a board course of study.|The barriers identified are funding and transportation.|Outside Creek will continue to apportion sufficient funds to provide a well-rounded Broad Course of Study for all students.||2021-10-14||2021                
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 hi|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.v||2021-06-29||2021                
54720410000000|Pixley Union Elementary|7|Analysis of school master schedules after the increase of elective offerings at the middle school show fully expanded access for EL, special ed, SED, Foster, and Homeless youth in the areas of art, music, and CTE courses.  At the elementary, broad course of study is built into the daily schedules and arts are integrated into core subject areas as well, for all students.|100% of students were found to be enrolled in a broad course of study TK-8.|No barriers exist currently|Continuation of current scheduling practices and placement in electives, core subjects, and ELD will be practiced.||2021-10-12||2021                
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 2020-2021 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 2019-2020 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.||2021-06-22||2021                
54720820000000|Richgrove Elementary|7|Through our SIS and staffing assignments we are able to track those students enrolled in classes that involve music, second language or career  pathway courses. With staffing placement we can track our instructors in those courses and through their planning logs we can monitor and track how many and which students were exposed to a broader course of study. These course are offered to all students eligible in those classes and grade levels. In our junior high all students prior to COVID had access to our career pathway lab.|RSD is a one school District.  All courses considered a broad course of study are on the same campus.  In the junior high all students are eligible to rotate through our Career Pathway Lab when they go to their Computer Class. All junior high students have a computer class.  Students in the lowest elementary grades, K-3rd, have our music instructor come to their class at least once a week to have simple instruction on foundational musical instruments and be taught beginning music and it's history. Students that are from 4th grade through 8th grade can join our marching band, music groups or percussion group.  These classes are held at the end of the day and afterschool.  Junior high students beyond their career pathway class also have access to music class and advanced science that includes rockets and robots.|RSD is a one school district that is small and very rural.  The limits we have for our students is in the area of space on campus for extra courses and the proper credentialing of staff to offer more variety in our class selection. We are struggling to continue our Dual Language Immersion class in the junior high due to a lack of proper credentialing.  We also struggle to keep our numbers higher in the junior high in the areas of music. Many students have dropped out of band by the time they reach junior high. Our career pathway lab is also on hold right now as that classroom is needed for other areas that are COVID related.|RSD is attempting to see which credentials are held by hire candidates that would allow for us to offer more courses.  We are also researching the possibility of build or modifying buildings to allow for more consistent courses. In the area of music a second staff member was brought in with a wealth of experience in the hopes of keeping students engaged well into their junior high years.||2021-10-14||2021                
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. 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. 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 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.||2021-06-11||2021                
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.||2021-06-15||2021                
54721160000000|Sequoia Union Elementary|7|We use CALPADS data to know our grade span groups and unduplicated student groups and students with exceptional needs. We use CAASPP data, our local benchmarks, which is the iReady benchmark data to locally measure and track the extent to which all students have access to California State Standards. We use the Instructional Materials tool to make sure our students are enrolled in a broad course of study with state adopted materials.|According to all of our locally selected measure and tools all of our students have access to and are enrolled in a broad course of study. We are a one school site, so all students have access to a broad course of study. Due to COVID-19|We currently don't have any barriers to ensuring students to a broad course of study for all students.|We will continue to monitor our locally selected measures and make revisions accordingly|Keeping our stakeholders groups informed and asking for their input on a broad course of study each year will help us to ensure that the needs of students in a broad course of study are being met.|2021-06-21||2021                
54721166054340|Sequoia Elementary Charter|7|PowerSchool ensures that all of our students are enrolled in the correct courses.|All of our students and student groups have access to a broad course of study.|There are currently no barriers identified in keeping our students from a broad course of study.|We will constantly look at stakeholder data and inform ourselves with that data to update broad course of study offerings to our students.|Things change over time, so being open to new ideas as it relates to a broad course of study is important and ongoing.|2021-06-21||2021                
54721320000000|Springville Union Elementary|7|The locally selected measures used by the District are student enrollment records, attendance data, and student grade reports. This information is used to track student access to a Broad Course of Study in T/K - 8th grades on the Springville Union Elementary School campus. All students, including unduplicated and exceptional needs student groups have the opportunity to access courses available within their specific grade span.|In addition to Mathematics, Social Studies, Science/Health, English Language Arts, and Physical Education in all T/K - 8th grade classrooms, students have weekly access to Instrumental Music in 4th - 8th grades, Classroom Music in T/K - 5th grade, weekly  Art Instruction T/K - 8th, weekly Drama Class T/K - 8th, College/Career Opportunities 6th - 8th grades, Daily/weekly Gardening, and 6th grade Science Camp. All students, inclusive of unduplicated and students with exceptional needs have the opportunity to participate in any and/or all courses of study within their grade level span. The goal of the District is to encourage as many students to participate as possible. This school year, Art and Drama were added to our course list. Students in all T/K - 8th grade classes participate. Drama is an afterschool program and currently has 40 students attending weekly in 2nd - 6th grade.|The largest barrier for the District is the rural location of student residences in reference to the location of the school campus. Transportation before and afterschool poses a problem for students and their families. Springville School is a single school District located in the foothills. Most activities, for example: sports, are practiced and competitions held during the school day as opposed to afterschool.|The District is seeking parent and community input to develop and expand additional courses/activities during non-school hours. A community venture would increase and maximize additional opportunities in technology access/trainings, health/exercise awareness, STEM Lab, Videography, Performing Arts, and Community Awareness.||2021-06-21||2021                
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 i|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||2021-08-12||2021                
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 and students by grade level for 2020-2021 for the first semester.  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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|The nature of our program is to serve students through a personalized learning model.  We make sure that there are no barriers for students accessing the curriculum.  We provided access to the curriculum through independent study, small group instruction or online learning.  Students receive exactly what they need in terms of interventions to address their learning gaps and they are provided the specific courses they need to graduate.  If students need technology or a tutor to support their learning, these resources are readily available. The lowest enrollment were in the driver education, reading intervention, ELD and foreign language courses.  The group with the lowest participation in foreign language for our foster youth.  This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex.  English learners are receiving ELD courses.   Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness.  We made participation in career technology education (CTE) an LCAP goal.  Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders.  We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-01||2021                
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 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. Although some of our programs have been impacted by COVID-19 restrictions, we have tried to provide as many optional programs to students as possible, whether during school hours, during lunch breaks, or after school.|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 was offered to students at the middle school as one of the staff members had 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. Our biggest barrier has been the impact of COVID-19 restrictions, but we have tried to provide as many optional programs to students as possible, whether through distance learning options or during school hours, during lunch breaks, and after school when students are on campus. 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.|In the past, we have contracted with the Tulare County Office of Education to provide a theater program for 1st through 4th grade students as well as for 5th through 8th grade students. We also hired a dance instructor to provide instruction to all 4th through 8th grade students and then added an additional day to the dance instructor's schedule for optional classes for students wanting to do more dance. However, the impact of COVID restrictions has impacted our ability to offer these programs. Based on the results of locally selected measures, the District desires to reinstate these programs when possible. In addition, the District is looking at options to introduce foreign language instruction either through elective classes or after school programs.||2021-10-11||2021                
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 by class lists, elective scheduling, and all other schedules that are developed for students to have access to the 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 to have their child participate.  Otherwise, all students have access.|Sundale offers a late bus at 5:00 on Tuesday-Thursday to accommodate all students to be transported home when they have completed their after-school activities such as tutoring, math academy, sports, music, and other extracurricular activities.||2021-06-15||2021                
54722070000000|Three Rivers Union Elementary|7|All students in grades K-8, including unduplicated student groups and groups with exceptional needs, have access to a broad course of study. In addition, they have access to many activities and challenges that enrich and expand their educational experience. They have opportunities to excel, opportunities to partner, and opportunities to showcase their individual talents.|All students at Three Rivers School have access to a broad course of study. Our school is so small that we can easily track student participation in activities. Every activity, course of study, or extracurricular offering is available to all students.|We have no barriers. All students have access.|The LEA will continue to include all students in a broad course of study. In addition we will continue to grow and improve our course offerings in response to stakeholder and staff input and offer all students access to all curriculum in a way that is meaningful to them.||2021-06-30||2021                
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. 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|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. As a result of input and need Tipton is offering Music education  to the 4th graders for the 2021-2022 school year.||2021-10-05||2021                
54722230000000|Traver Joint Elementary|7|Our Traver School Local Control and Accountability Plan (LCAP) Goal 1 and Goal 3 focus on Access to a Broad Course of Study. LCAP Goal 1 metrics include: 100% of students, including Unduplicated and those with exceptional needs, that have access to and participate in a broad course of study.  Goal 3 metrics include computers so that students can access the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-8.|As part of our school plan all students, including those that are unduplicated students and individuals with exceptional needs have access to a broad coarse of study.  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 the school schedule. 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 and services in our current LCAP plan to support access to a broad course of study include: incorporating support for struggling readers using Intensive Reading Teacher in primary grades, using programs like Accelerated Reader to track growth in reading and math, DRA the Diagnostic Reading Assessment to track growth, and expansion of social emotional learning curriculum and training for teachers, expansion of behavioral training for support staff, teachers and administrators.||2021-10-12||2021                
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. Annual surveys are dispersed to Elementary teachers so that they may report integrated Visual and Performing arts opportunities and access to field trips.  To measure Technology access, the Device: Student Ratio principally directed at UDP and students with exceptional needs to provide access to a broad course of study will maintain. To measure the percent of students participating in AVID principally directed at UDP and students with exceptional needs to provide access to a broad course of study will maintain in grades 4th-8th To measure the percent of students participating in Summer School principally directed at UDP and students with exceptional needs to provide access to a broad course of study will not decrease|All TCSD students, including unduplicated students and students with exceptional needs (if in the best interest of the student based on the nature of their needs), participate in the adopted courses of study specified in the Ed Code.  In addition, to offer students a broad course of study, students in elementary grades (TK – 6) are provided instruction in Visual and Performing Arts (VAPA) through the use of certificated VAPA instructional staff.  To measure annual access we maintain or increase the percentage of Certificated Elementary teachers assigned to provide services. All students in middle school (grades 7 – 8) receive the opportunity to self-select minimally one elective per year to broaden their course of study based on their interests.  To monitor scheduled time designated for elective offerings, our district maintains or increases the percentage of Middle School students’ average scheduled time designated for Electives each year.  District-wide access to technology serves as a tool to broaden students’ access to educational tools. Students in grades TK-6 have 2:1 access to devices, and students in grades 7-8 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 – 8 (elective courses).  Summer School continues to be a high priority of TCSD to provide students with opportunities to participate in enrichment activities.  Summer School is offered to all students.|Barriers in providing access to a broad course of study include physical space limitations and scheduling conflicts. Scheduling conflicts may occur because multiple offerings of the same course may not be provided throughout the day.|TCSD will begin collecting data on integrated VAPA opportunities through an Annual survey given to teachers to document integrated VAPA opportunities throughout the school day including music and art. The survey will also collect information on access to field trips.||2021-06-22||2021                
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 (CTE) and Physical Education courses. Our District has also created CTE pathways to ensure that more students have the opportunity to graduate as a CTE completer.  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.  Our students currently have the opportunity to be able to take six, seven or eight classes in our 4x4 schedule. We are also encouraging our students to take courses at our local community college, as well as continue to 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.||2021-06-17||2021                
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 (CTE) and Physical Education courses. Our District has also created CTE pathways to ensure that more students have the opportunity to graduate as a CTE completer.  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.  Our students currently have the opportunity to be able to take six, seven or eight classes in our 4x4 schedule. We are also encouraging our students to take courses at our local community college, as well as continue to 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.||2021-06-17||2021                
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 (CTE) and Physical Education courses. Our District has also created CTE pathways to ensure that more students have the opportunity to graduate as a CTE completer.  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.  Our students currently have the opportunity to be able to take six, seven or eight classes in our 4x4 schedule. We are also encouraging our students to take courses at our local community college, as well as continue to 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.||2021-06-17||2021                
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 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. different high schools offers different areas CTE/Linked Learning. Some high schools are able to offer more AP courses due to teacher credentialing. All comprehensive high school offer English 1 & 2  dual enrollment courses. Barriers or challenges are students with IEPs 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. The district is currently reviewing alternative schedules that will address these barriers.||2021-06-22||2021                
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, dual and concurrent enrollment options at the local community college and academic and socio-emotional supports on campus and virtually. 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.||2021-06-22||2021                
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.  Most recently VTEC wrote a grant through California Community College Chancellors Office to be able to hire an Early College Student Success Liaison from the College of the Sequoias.  This is a college position, placed on the VTEC campus.  This is individual has made a huge impact on the overall success and effectiveness of our early college program.  It has proved opportunities to students they may not be able to have at VTEC due to its size and limited master schedule.  VTEC is also offer a number of concurrent enrollment college courses on it's campus in the afternoons.  These courses are available to all VTEC students.   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.||2021-06-22||2021                
54722560135863|Global Learning Charter|7|GLC is an elementary school currently serving grades TK through 8th grade. During the 2021-22 academic year, students will be 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. 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.  The school also offers 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, Spanish, STEM, yearbook). These opportunities may be offered during the instructional day 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. Ordinarily, 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, HEART, 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. Ordinarily, 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, in-person clubs are held on different days of the week.|In order to increase the breadth of study available to our students, our school has resume offering 4-8 week club opportunities to students after school for the 2021-22 academic year. In addition, the school offers an after-school sports program for students in grades 5-8. Additionally, 7th-8th grade students are offered an elective during the regular school day. Currently these options include: Video News, coding, and leadership.||2021-06-22||2021                
54722566116909|Charter Home School Academy|7|All students who enroll at Charter Home School have access to and are required to provide samples of our district adopted curriculum. In addition, all students are given access to elective classes and enrichment opportunities.|All students enrolled at Charter Home School must meet the minimum requirements stated in our charter petition. There is no difference between student groups within the school on these requirements and expectations.|Due to the nature of the program, a lack of attendance for some students can prevent Charter Home School from providing access for those students.|Charter Home 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.||2021-06-22||2021                
54722640000000|Waukena Joint Union Elementary|7|Waukena 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 Waukena 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 Waukena from providing access to a broad course of study for all students have been identified.|Waukena 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.||2021-06-21||2021                
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 2021-2022, 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.||2021-06-15||2021                
54753250000000|Farmersville Unified|7|The district is using number of courses and student enrollment in these courses that represent broad course of study comparing 2020-21 school year to 2021-2022 school year. Broad course of study are courses beyond the core curriculum and include honors / advanced placement, GATE, STEM, Foreign Language, Dual enrollment, and CTE courses. Student access to broad course of study data is disaggregated by grade spans, significant subgroups, and unduplicated criteria.|The broad course of study results indicate that the district continues to expand course access for all students and subgroups. Student enrollment continues to increase year over year in the following courses GATE, Dual Language, Music education, Foreign Language and STEM. While the following courses saw slight declines in enrollment including Honors, Advancement Placement, and CTE.|The declines in broad course of study enrollment from year to year were at the secondary level for all student subgroups. This decline can be attributed to the COVID-19 pandemic. The number of students who were at risk of not graduating increased during distant learning  for the 2020-21 school year. The number of students needing additional core classes increased therefore, a decline in enrollment was expected.|The district implemented extended summer school for students who were identified as credit deficient and offered STEM programs over the summer for increasing student enrollment and access to a broad course of study. A winter session will be added for the 2021-2022 school year.||2021-10-12||2021                
54755230000000|Porterville Unified|7|PUSD will increase participation of elementary and middle school students 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 subgroups 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 on students having access to, or being 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. Additionally, PUSD will focus on increasing the number/percentage of students meeting the Seal of Biliteracy criteria representing student groups: English Learners, GATE, Foster Youth, Socio-economically Disadvantaged, individuals with exceptional needs, and students identified as homeless.|All middle school students, including English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless benefit from personalized learning opportunities. Transition plans provide the opportunity for students to receive investigative experiences, foundational understanding, and formulate areas of motivated interests as they transition to high school. Attempts are made 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 serve as baseline information, and 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, College and Career Indicator (CCI), and make adjustments as data suggests. Due to the desire to rely on the College and Career Indicator as a trailing metric, considering the various components that contribute to the indicator, challenges are related to accurate local identification and reporting of the various components (course identification, enrollment, etc.) Additional challenges may include staffing and scheduling limitations to increase elective offerings across all middle schools.|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 enrichment opportunities, and elective classes to increase student engagement and motivation in elementary and middle school grades respectively.  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.||2021-06-24||2021                
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 student groups consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. All students, including student groups such as 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 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.||2021-06-24||2021                
54755230116590|Harmony Magnet Academy|7|Student identification and student needs assessment begins before students enter Harmony. Eighth grade students' STAR assessment, CAASPP results, ELPAC assessment data, teacher recommendations and diagnostic testing are used to identify potential “High Risk” students within the various student groups such as: disadvantaged students, homeless, foster care, Native American, English learners, students with disabilities and migrant. Social emotional assessment is recorded in the student information system AERIES and is evaluated by the counselors and the school psychologist. Student health records are evaluated by the school nurse and a risk factor is determined. Teachers and other school staff are briefed on the potential dangers and actions that may be required to assist during a student health episode. Once a student’s needs are assessed, an academic and counseling schedule is produced including “built -in” intervention courses. As the student matriculates grade levels, benchmark checkpoints, and common formative assessments are evaluated in order to prescribe the level of intervention necessary for student success. Pathway teachers, counselors, school psychologist, administration and the school nurse, if necessary, are involved in the intervention process. The goals are for students to achieve college and career readiness and also acquire 21st century employment skills through our work-based learning program.|Harmony Magnet Academy provides students with access to a wide variety of courses, which meet the University of California “a-g” requirements. In 2017, 80% of all seniors met University of California and California State University “a-g” requirements. Forty-four percent of students were Golden State Seal Merit Bearers, while 17% of students received the Seal of Biliteracy. All students at Harmony Magnet Academy are enrolled in UC approved courses; the only course exceptions at this time are Yearbook, PE 1and 2, ASB, Student Assistant, Lab Assistant, and Cross-Age Tutor and Freshman Academy.|Communication of options to families and students has been one area of growth that is seen to possibly inhibit involvement in a broad course of study for all students. In efforts to help mitigate this possibility, HMA parents and guardians will be informed of supplemental instruction and support through various forms of communication, in both English and Spanish, which includes but is not limited to: Parent Square posts, Parent Square direct messaging, AERIES student information system, HMA Google classroom, phone calls by office and guidance staff, parent meetings, community meetings, back to school night, social media, faculty influence, individual conferencing, student study teams, SPED 504/IEP meetings, pathway intervention teams and flyers posted through Parent Square and on the school site. The fact that 72% of HMA students are socio-economically disadvantage also introduces barriers related to cultural or familial expectations that also may impact access. All students at Harmony receive free meals.|Community input suggests importance of continuing to broaden experiences for students. In efforts to help broaden exposure for students, HMA has established relationships with post-secondary institutions. HMA students visit the Cal Poly Engineering Department at least three times a year. Students also visit other colleges through our California State Federation tour program. They have had opportunities to tour the Jet Propulsion Lab in Pasadena California and have collaborated with Cal Tech students. HMA students have participated in Cal Tech summer internships and have also worked with UC Davis on genetic research controlling pests directly related to agriculture. The HMA symphony orchestra also performed at Carnegie Hall.||2021-06-24||2021                
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 student group consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. All students and student groups, including 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.|3. PUSD/PMA will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests. Due to the pandemic-related delay in dashboard information, and the recent establishment of the school, dashboard-related trends are minimal at this point in time.|4. 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. The school will provide a wide array of elective classes to increase student engagement and motivation in middle school grades. PMA will establish academic interventions, transitional programs, mentoring, and after school activities to support students' connectedness to school, and will Increase and support Linked Learning in middle school grades. PMA will continue to conduct career interest inventory in middle school grades.||2021-06-24||2021                
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.||2021-06-24||2021                
54767940000000|Woodlake Unified|7|Woodlake unified reviews the master schedules of each school site to ensure the district is in compliance with Education Code requirements and all students, including Unduplicated students and individuals with exceptional needs have access to a broad course of study.|In addition to reviewing master schedules, Woodlake Unified includes metrics in the LCAP to track enrollment and completion rates of students, including Unduplicated students and individuals with exceptional needs, in a broad course of study by monitoring completion of Career Pathways, Career Technical Education (CTE), 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. Data collected during 2020 and 2021 indicate that 71% of Unduplicated Students were enrolled in a CTE/Career Pathway program,93% of student with exceptional needs were enrolled in a-g courses, 43% of all students attending Woodlake High School met a-g requirements and 45.3% of students were considered Prepared for college and/or career.   Additionally, all school sites offer a range of coursework, electives, and special class offering to all students including physical education, visual/performing arts, video production, S.T.E.A.M., honors/advanced placement and dual enrollment. Students in grades K-5, receive STEAM instruction by a teacher on special assignment. In grades 3-5, all students are provided with Physical Education instruction by a credential Physical Education teacher and an opportunity to participate in music instruction or if in 5th grade, the option to join instrumental band.|Woodlake Unified has determined that the following barriers that may prevent students' access to a broad course of study: a) Failure rates in core content classes, specifically math, results in retaking courses and limits additional learning opportunities b) EL students have challenge fitting electives in their schedule due to required ELD courses c) Students not completing a CTE/Career Pathway due to scheduling conflicts|To address the noted barriers that may limit access to a broad course of study, Woodlake Unified will strengthen tiered interventions (best 1st instruction, tutorials, targeted instruction & support) and hire 2 full time counselors beginning with the 2021-2022 school year to support students in grades 6-12. Additionally, Woodlake High School and the alternative education program will implement a revised period schedule beginning in the 2021-2022 school year. The period schedule change will include a 7-period block schedule plus a homeroom at Woodlake High School and extending the school day at alternative education. The period schedule change is also expected to provide opportunities for academic support periods, increase course offerings, and add flexibility to student schedules.||2021-07-14||2021                
54768360000000|Exeter Unified|7|EUSD uses master schedule and course enrollment data to track student access to a broad course of study. The data is disaggregated by the student groups targeted in the LCAP Goal 3 (i.e. socioeconomically disadvantaged, English learner, students with disabilities, foster youth, and homeless youth.|Local measures indicate that 80% of parents/guardians and 76% of students agree the district provides access to a broad course of study. Per 2020-21 school year registration records, 61% of all high school students enrolled in at least one Career and Technical Education (CTE) course, and 41% of all high school students completed at least one CTE course sequence. Baseline data was not available for disaggregated student groups.  Registration records also reveal that close to 40% of high school students enrolled in at least one advanced course (i.e. Advanced/Honors, AP), and nearly 15% of student enrolled in at least one dual/concurrent enrollment course. Disaggregated by student group, over 30% socioeconomically disadvantaged students enrolled in one or more advanced course and over 10% socioeconomically disadvantaged students enrolled in one or more dual/concurrent enrollment course.|The evaluation and analysis of district results revealed barriers that prevented EUSD from providing access to a broad course of study for all students. These barriers include:  1. Lack of CTE Disaggregated Data: In 2020-21, EUSD did not monitor student participation and completion in CTE courses by the disaggregated student groups (i.e. socioeconomic disadvantaged, students with disabilities, English learners, foster youth, and homeless youth).   2. Disproportionate Student Representation in Advanced Courses: Various student groups are underrepresented in Advanced/Honors, AP, and dual/concurrent enrollment courses.  3. Intervention Period Replaces Course Electives: Middle and high school students assigned to a Tier-2 academic intervention course receive fewer periods to select elective course offerings.  4. Limited Elective Options at Alternate Education Schools: Students attending Kaweah High School, Exeter Community Day School, and Exeter Unified Independent Study receive less access to a broad course of study in CTE.|In response to the results, EUSD will begin to collect CTE course enrollment and course sequence completion data disaggregated student groups indicated in the LCAP Goal 3 (i.e. socioeconomic disadvantaged, students with disabilities, English learners, foster youth, and homeless youth).  EUSD will continue its evaluation of need for an AVID Program at the middle and high school sites. The AVID Program requires students to take at least one Advanced/Honors or Advanced Placement Course; therefore, it will increase student participation in the advanced class and expand student diversity.   EUSD will continue to focus on mathematics. In 2021-22, the district added math intervention teachers and instructional support staff focused on providing targeted math intervention for students in grades K-8. EUSD is committed to mitigating students' learning gaps in mathematics before high school in order to maximize students' access to a broad course of study in grades 7-12.  EUSD will explore options to restructure intervention support classes at the middle and high school levels so that all student can maintain equal access a broad course of study.  EUSD will evaluate how Career Technical Education courses can be made available for students attending Kaweah High School, Exeter Community Day School, and Exeter Unified Independent Study.||2021-06-16||2021                
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.|TCSOS is working to expand student opportunities to Career Technical Education, work study, and dual enrollment. In previous years, students have been able to enroll in college courses through a dual enrollment program with Columbia College, including vocational programs. Due to COVID-19 related shutdowns, the dual enrollment option was not available in 2020-21 except in a virtual format. An instructor is now credentialed to provide CTE Instruction in an Introduction to Law Enforcement class, which will be available to students in the 2021/22 school year.|TCSOS is working to expand student opportunities to Career Technical Education, work study, and dual enrollment. In previous years, students have been able to enroll in college courses through a dual enrollment program with Columbia College, including vocational programs. Due to COVID-19 related shutdowns, the dual enrollment option was not available in 2020-21 except in a virtual format. An instructor is now credentialed to provide CTE Instruction in an Introduction to Law Enforcement class, which will be available to students in the 2021/22 school year.||2021-06-24||2021                
55723060000000|Belleview Elementary|7|1.	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). Pilot of Illustrative Math in grades K-5 with end-of-unit tests. •	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 K-2 (Unduplicated Students and Individual with Special Needs) Waterford Program Assessment •	Grades 3-8 (Unduplicated Students and Individuals with Special Needs) CAASPP ELA & Math (no students take CAA) •	Grades 3-8 (unduplicated Students and Individuals with Special Needs) Get More Math Program  •	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|2.	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.|3.	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.  In order to remedy this challenge, Belleview has performed a “Program Transfer” in collaboration with SELPA for our Speech Program and has hired its own Speech Therapist in 21/22.|4.	Additional funds have been allocated in 2021-22 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.||2021-09-09||2021                
55723480000000|Columbia Union|7|We use our student information system to track student progress in engaging with a broad course of study.  in addition ,m we offer rotating opportunities to engage with STEAM activities both in school and after school.|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 continue to refine and revise our schedules to ensure the maximum learning time possible.  We will continue to have a full time independent study option for families that need that flexibility.  We have music and PE available to each student.  We will have an after-school art program available to interested students.||2021-06-22||2021                
55723550000000|Curtis Creek Elementary|7|CCSD continues to track progress on priority 7 by reviewing and revising class schedules, report cards, EL identification and IEP's to increase student access and participation in a broad course of study.|CCSD is a TK-8 single school district in which locally selected measures demonstrate that all students have access to a broad course of study.  All students will have future access to art and music programs as we did prior to our closure.  These programs are being rejuvenated and are vital components of our schedules.  Classes will have access to a STEAM room, assemblies, yearbooks, leadership.  Technology is integrated and available to all students on a daily basis.  Students who are struggling have access to before and after school tutoring.  Special education students have access to inclusion and other support staff.|Time and financial constraints impacted access to art, music, leadership, and elective classes.  The extension of our school day would allow for further support and opportunities.|Grades 7/8 have developed a master schedule to allow for greater opportunity to provide research based curriculum, and help for struggling students.  The results from locally selected measures showed that math intervention, designated ELD curriculum is needed to support proficiency.  All measures support all students but particular attention is placed with unduplicated count students.||2021-06-15||2021                
55723630000000|Jamestown Elementary|7|Jamestown School District continues to track progress in meeting Priority 7 by annually reviewing and revising class schedules, the master schedule, report card, English Learner identification and Individualized Education Plans 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 the locally selected measures demonstrate that all students have access to 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 TK-8 grade have access to music instruction from a credentialed teacher and grades TK- 8 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 technology, yearbook, and student government with their school day through an elective process. Jamestown School District offers a Dual Language Spanish Immersion Program for students in K-7 and is available to both English and Spanish speaking students. Chinese Camp Science Academy has a focus on STEAM and implements an integrated hands-on science based learning environment. Technology is integrated on a daily basis within all grade levels. Students who are struggling academically have reading and math intervention both during the school day and after school, the support of bilingual instructional aides for Spanish language development, integrated and designated English language development support, and Resource and Special Education Teachers and inclusion support staff.|Budgetary and time constraints 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 developed a master schedule to allow for greater opportunity for regular health and career education and a researched based reading curriculum, READ 180 will be implemented for those struggling readers to close the gap and allow them to reach grade level. The results of locally selected measures have shown that there is a need for a math intervention specialist for all grades, and time has been added to the bilingual aide and designated ELD teacher to better support language acquisition and proficiency. To better support access to a broad course of study for all students, but principally direct at our unduplicated count students, the district will implement a Curriculum and Instruction Instructional Coach and professional development in Universal Design for Learning.||2021-06-09||2021                
55723710000000|Sonora Elementary|7|Board vision and the LCAP state that band and art will be offered.  We have a full time band and art teacher.|Board vision and the LCAP state that band and art will be offered.  We have a full time band and art teacher.|No barrier other than being able to offer band to all students.  Art is offered to all grade spans.|Teachers in grades TK-3 can be given PD to offer music in the lower grades within their self-contained classroom.||2021-11-10||2021                
55723890000000|Sonora Union High|7|AERIES, SEIS|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 including pathways for Agricultural Sciences; Design, Visual, Media Arts; Food Service and Hospitality; Computer Games and Simulations, Personal Service (Cosmetology); Emergency Response (CCAP); Nursing (CCAP); and stand alone courses in Automotive Technology (CCAP), Welding (CCAP), and Financial Services (MOCSE).   All students also have access to electives in the Visual and Performing Arts such as Band, Choir, Art, and Drama; Spanish, Psychology, Outdoor Adventure, Yearbook, and Leadership. Students may also enroll in Columbia College course through the Middle College program.|Some core academic courses required for graduation are offered at a "non-college prep" level.|This year all general education freshman students were enrolled in English 1CP. 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.||2021-06-22||2021                
55723970000000|Soulsbyville Elementary|7|Soulsbyville School uses California Department of Education's Data Quest in addition to our master schedule and student information system to track the extent to which all students have access to a broad course of study.  We are a single school district so there are no differences across sites and all student groups have access to courses at their designated grade span.  Students have access to the following subject areas: Reading, Writing, Math, Science, History, Physical Education, Health, Second Step (SEL), Music/Band.  Selected grade levels have access to Electives..  Given the results of the locally selected measures, inadequate funding, staffing, and large class sizes are barriers to more access to a broad course of study for students. In response to these barriers, Soulsbyville School adjust the master schedule and encourages teaching staff to blend into their classroom some additional courses of study such as Visual and Performing Arts, Life Skills, Study Skills, Foreign Languages, and advanced Science and Math related activities.|Soulsbyville School uses California Department of Education's Data Quest in addition to our master schedule and student information system to track the extent to which all students have access to a broad course of study.  We are a single school district so there are no differences across sites and all student groups have access to courses at their designated grade span.  Students have access to the following subject areas: Reading, Writing, Math, Science, History, Physical Education, Health, Second Step (SEL), Music/Band.  Selected grade levels have access to Electives..  Given the results of the locally selected measures, inadequate funding, staffing, and large class sizes are barriers to more access to a broad course of study for students. In response to these barriers, Soulsbyville School adjust the master schedule and encourages teaching staff to blend into their classroom some additional courses of study such as Visual and Performing Arts, Life Skills, Study Skills, Foreign Languages, and advanced Science and Math related activities.|Soulsbyville School uses California Department of Education's Data Quest in addition to our master schedule and student information system to track the extent to which all students have access to a broad course of study.  We are a single school district so there are no differences across sites and all student groups have access to courses at their designated grade span.  Students have access to the following subject areas: Reading, Writing, Math, Science, History, Physical Education, Health, Second Step (SEL), Music/Band.  Selected grade levels have access to Electives..  Given the results of the locally selected measures, inadequate funding, staffing, and large class sizes are barriers to more access to a broad course of study for students. In response to these barriers, Soulsbyville School adjust the master schedule and encourages teaching staff to blend into their classroom some additional courses of study such as Visual and Performing Arts, Life Skills, Study Skills, Foreign Languages, and advanced Science and Math related activities.|Soulsbyville School uses California Department of Education's Data Quest in addition to our master schedule and student information system to track the extent to which all students have access to a broad course of study.  We are a single school district so there are no differences across sites and all student groups have access to courses at their designated grade span.  Students have access to the following subject areas: Reading, Writing, Math, Science, History, Physical Education, Health, Second Step (SEL), Music/Band.  Selected grade levels have access to Electives..  Given the results of the locally selected measures, inadequate funding, staffing, and large class sizes are barriers to more access to a broad course of study for students. In response to these barriers, Soulsbyville School adjust the master schedule and encourages teaching staff to blend into their classroom some additional courses of study such as Visual and Performing Arts, Life Skills, Study Skills, Foreign Languages, and advanced Science and Math related activities.||2021-09-09||2021                
55724050000000|Summerville Elementary|7|Summerville Elementary individually monitors all student enrollment in classes. Individual student monitoring is made possible because of the district's small size, and because of the individualized and personal ownership, the staff takes over each student. Individual enrollment is cross-checked with the school’s student information system and with administration, school counseling, intervention staff, foster youth advocates, homeless youth advocates, and the special education team.|As a single school district, students have access to the appropriate classes and a broad course of study based on their learning needs, the intervention needs, developed by the intervention team and parents, the special education team as applicable, as per the recommendation of teachers, the foster and homeless liaison, and parent communication. All students are placed in classes that will support their learning needs. Students are progressed and promoted to other courses as skills progress. Intervention is offered to students through classroom push-in supports, pull-out supports, and after-school supports. Students have access to these services based on teacher recommendations, team recommendations, or expressed parent concern.|Summerville Elementary has no identified barriers to providing students with a broad course of study. A broad course of study is available to all students across the school.|Summerville Elementary is currently exploring additional student engagement classes that could be offered through elective periods to middle school students at the school. Engagement courses could include middle school career technical education,  art,  music, tech classes, and other classes like these that would expand the offering and provide curricula for students beyond the core learning experience.||2021-09-14||2021                
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.||2021-08-10||2021                
55724130112276|Gold Rush Charter|7|All of Gold Rush Charter School's non-duplicated student populations, including Socially/Economically Disadvantaged, Foster Youth, Homeless, and English Learners, have access to and are enrolled in a broad course of study. All GR sites utilize Common Core curriculum for student instruction and are also provided with supplemental materials for all students to access the curriculum. Due to COVID, Gold Rush, using CARES funds, was able to see to it that all students had access to the internet and their curriculum with hotspots and 1-1 chromebooks. Before COVID, Gold Rush brought college courses to the High School/Independent Study site and purchased the textbooks, enabling all students to access the course (by eradicating the financial barrier). Free bus passes were also provided to students so they could access the High School/Independent Study sites as well as the college course held on campus (addressing the transportation barrier). Hard copy curricular materials are provided to students/families when internet/online curriculum is not appropriate for their learning/personalized learning plan.|See above|Due to COVID, Gold Rush, using CARES funds, was able to see to it that all students had access to the internet and their curriculum with hotspots and 1-1 chromebooks. Before COVID, Gold Rush brought college courses to the High School/Independent Study site and purchased the textbooks, enabling all students to access the course (by eradicating the financial barrier).|Free bus passes were also provided to students so they could access the High School/Independent Study sites as well as the college course held on campus (addressing the transportation barrier). Hard copy curricular materials are provided to students/families when internet/online curriculum is not appropriate for their learning/personalized learning plan.||2021-06-29||2021                
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.||2021-08-10||2021                
55724210000000|Twain Harte|7|Teacher surveys and the master schedule were utilized to determine the level of access to a broad course of study.|All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet state standards. Access to core academic content and courses is provided to all students regardless of income, race, primary language, disability, and/or family situation. Teachers collaborate to provide standards aligned instruction and focus on the strengths and needs of individual students. Professional development opportunities are provided to teachers to strengthen and reinforce evidence based teaching practices. All students receive the required amount of physical education instruction each week. Last year we also began testing students in grades 3-8 for our new Gifted and Talented (GATE) program. This year will mark the first year of a full slate of curriculum and activities for the students in this program. Our junior high students have access to foreign language instruction during their elective period. We also offer visual and fine art instruction to all grades through the use of an artist in residence and the Tuolumne County Arts Alliance Arts Reach to Schools program.|This year we were able to add a fully credentialed music teacher to rebuild our music and band program after a 2 year absence.|We continue to identify areas to improve our academic curriculum offerings and will be piloting new math materials in 3 grade levels this coming school year.||2021-06-22||2021                
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.  We have tried for several years to hire a music/band teacher, but have had no applicants. World language was not offered at the elementary school, for 2020-21 due to cancelation of elective courses, cause by school closures and distance learning. The district intends on resuming elective courses at Tenaya starting in the 2021-22 school year. While we are able to offer A-G requirements at the high schools, a variety of courses is not available, due to staff size and student population.|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.||2021-06-16||2021                
56105610000000|Ventura County Office of Education|7|The locally selected measures/tools that the LEA uses to track the extent to which students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served include: the master schedule, student transcripts, IEP’s, report cards, VCOE’s Course of Study, the Unique curriculum, the Unique Learning System benchmark and pre/post-monthly assessments, as well as the SIS page on IEPs.|Using the locally selected measures, students have increased access to a broad course of study through the implementation of standards-based, unique curricula; CTE courses; community vocational/job sites; inclusion courses; and student transcript and schedule review. Upon enrollment, student transcripts are reviewed and a meeting with the student is scheduled to review course options, course offerings and to encourage personal choice/autonomy.  Student schedules are reviewed quarterly or as needed.|Given the results of the locally selected measures, barriers preventing the LEA from providing access to a broad course of study for all students include cognitive barriers such as behavioral issues and social-emotional needs. Because of the unique populations of students VCOE serves, examples of these barriers include: learning rate impacted by development/communication issues, social-emotional needs interfering with learning, cognitive levels, behavioral needs, and medical concerns.|In response to the results of the locally selected measures, the LEA will continue to broaden education accessibility by increasing staff participation in behavior support training, PBIS, UDL, social-emotional learning, as well as providing Career Education Center course options to ensure access to a broad course of study for all students. Additional resources to ensure access include: Learn 360, TumbleBooks, TeenCloud libraries (English and Spanish), BrainPOP, School Connect, Get Focused Stay Focused, WIN Curriculum Digital Citizenship, APEX, PEERS training, and Renaissance.||2021-06-28||2021                
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 and students by grade level for 2020-2021 for the first semester. 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:  English, mathematics, social science, Armenian Genocide, career technical education, world languages, physical education, science, visual and performing arts, applied arts, and driver education.  We also have many of our students enrolled in intervention or support courses for English Language Development, reading, writing and mathematics, which are implemented through a variety of platforms such as one-on-one instruction, small group instruction, and computer assisted learning programs. Student enrollment in the required courses during the first semester, demonstrated that at a minimum, there were unduplicated students, exceptional needs students, and different grade levels completing required coursework.  The CDE Reflection Tool asks to address the following topics: 1)	Yes - Unduplicated (low income, English Learners, and foster youth) students have access to courses, as demonstrated by the fact that they are enrolled in required courses.  They are also enrolled in intervention courses. 2)	Yes - Students in each grade level have access to courses, as demonstrated by their enrollment in courses that are required, as well as intervention courses. 3)	Yes - Exceptional needs students had access to required courses, as demonstrated by their enrollment in courses. They were also enrolled in intervention courses.|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 was in drivers education and foreign language courses. The group with the lowest participation in foreign language and CTE was our foster youth. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Apex. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.|We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness. We made participation in career technical education (CTE) an LCAP goal. Enrollment in CTE and Professional Skills courses are tracked and reported to our stakeholders. We will continue to promote and support student interests in CTE through their individualized plans, and we have seen participation in CTE courses steadily increase.||2021-06-07||2021                
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. In normal times, 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.|3. During the 2020-21 school year, while in Distance Learning due to COVID-19, VCS supported the non-academic needs of students such as improving access to school meal programs and meeting the social-emotional needs of students through access to the school counselors. VCS provided families hundreds of devices (iPads, netbooks), headphones, hotspots, and even student desks to ensure access to the full distance learning program.|VCS will continue to implement the practices and principles of EL Education to ensure access to a broad course of study for all students.||2021-09-23||2021                
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, 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 added additional electives to our middle school program, and we have integrated college and career readiness electives (JA Finance and SOAR that all Bridges Middle School students are required to take. Expansions have been made to our Naturalist program from grades K-3 to grades K-8, to our Makerspace program, and our school library program. Further, we offer Family Literacy Nights at least once per month and an annual Family Math Night.||2021-10-03||2021                
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. We also offer our high school students access to the Community Colleges, which again adds to their course work selection.|ROA provides over 150 a-g approved courses. ROA also encourages students to take classes at the local CEC as well as at the local community colleges. ROA also is passion-powered and therefore, anytime a student has a passion that is not already reflected in our catalog, we have the ability to create a course for our students.  We have offered our own career pathway classes and offer our college and career seminar for students to engage in career exploration.|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.|ROA provides over 150 a-g approved courses. ROA also encourages students to take classes at the local CEC as well as at the local community colleges. ROA also is passion-powered and therefore, anytime a student has a passion that is not already reflected in our catalog, we have the ability to create a course for our students.  We have offered our own career pathway classes and offer our college and career seminar for students to engage in career exploration.||2021-06-03||2021                
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. Teachers successfully monitor all student progress, and 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. MATES provides all students an integrated, thematic approach to learning.|All students in all student groups have access to a broad course of study.|All students in all student groups have access to a broad course of study, without barriers to access.|Students in need of extra assistance may be offered Response to Intervention, and may be invited to participate in an after school Homework Lab. In addition, in the 2021-22 school year, MATES will cap all classes at 22 students enabling teachers to adequately differentiate their instruction for all students. Kindergarten aides will provide additional time to assist the kindergarten students as they transition to elementary school after a year-long pandemic. The first grade teachers will also be assisted with aides to provide assistance to students as they transition to their first "traditional" year in elementary school due to the nature of the 2020-21 school year being hybrid during a pandemic. MATES will also provide extra assistance to students in the special education program in the form of a part-time paraprofessional.||2021-05-17||2021                
56724470000000|Briggs Elementary|7|Briggs School District tracks progress in meeting Priority 7 by annually reviewing courses, the master schedule at our middle school, and ensuring balanced classes at the elementary level. All students are in our student Information System (QSIS) where we are able to track the courses/classes and progress our students make throughout the school year. District benchmark assesssments K-8 are issued to students 3 times a year with standards-aligned research based ELA and mathematics diagnostic. Data review from these assessments guide instruction to support our students in ensuring they have access to core content as well as additional opportunities.|Briggs School District is a two school district with no overlap in grade spans at each site. Our elementary site has access to Chromebooks, hotspots, artist in the classroom opportunities when available, field trips, core content in English language arts, mathematics, science, social studies, and physical education. Our middle school consists of grades 7-8 and offers courses in core content as well as experience new opportunities such as art, journalism, robotics, and music. All students have the opportunity throughout the year to participate in a variety of electives.|As a small school district, we are often limited with our ability to offer certain elective classes due to small staff sizes and credentialing limitations.|Briggs School District annually reviews the LCAP and gathers data to determine which actions better support students' access to learning and provide additional opportunities in which to broaden their educational experience. The feedback gathered from stakeholders help guide the decision-making process in the types of courses and activities offered in our  TK-8 grades.||2021-06-10||2021                
56724540000000|Fillmore Unified|7|Fillmore Unified School District (FUSD) annually measures progress in the extent to which students have access to, and are enrolled in, a broad course of study. This includes the programs and services developed and provided to unduplicated students and individuals with exceptional needs. California Education Code (EC) 51210 identifies English, Math, Science, Social Studies, Visual and Performing Arts, Health, and Physical Education for grades 1-6, and California EC 51220(a)-(i) adds Applied Arts and Career Technical Education for grades 7-12. FUSD is a transitional kindergarten through 12th grade district and thusly, both EC apply. The locally selected tools used by the FUSD to determine if all students, including unduplicated, are enrolled in a broad course of study are the schools’ master schedule, student class schedules, report cards, progress reports, English Language Learner identification, and Individualized Education Plans (IEP). In order to graduate in Fillmore Unified School District students must complete a broad course of study as defined by Ed Code.|The locally selected measures determine that FUSD provides to students in grade 1-12 a broad course of student as defined by EC, including English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. Each of FUSD’s four elementary schools provides students the required courses. Our three secondary schools, one middle school, one high school, and one continuation/alternative school, schedule students in the courses required by EC and necessary to graduate from FUSD. 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 improve GPA in order to meet the District's graduation requirements, or enroll in the Heritage Valley 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.|Fillmore Unified School District (FUSD) provides an EC-defined broad course of study as evidenced by local measures. Student scheduling conflicts provide a potential barrier for students. FUSD in 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.|Fillmore Unified School District (FUSD) is implementing revisions and new actions to support students’ access to a broad course of study. FUSD continues to pursue collaborations with local community colleges to provide additional opportunities to students. Additionally, FUSD is working to expand Career Technical Education opportunities. Students that are credit deficient can take online courses to meet and superseded graduation requirements. Students who are credit deficient at the end of the school year are also encouraged to attend summer school. Additionally, the district supports at-promise students with counseling to assist them with the pathway of courses to take to ensure the students graduate on time. Students that are English Learners are carefully scheduled with site staff, counselors, English learner site Leads, and English language development teachers to ensure that English Learners’ schedules are carefully designed. Similarly, students on an Individualized Education Plan are considered with the input from the entire special education team and counselors to ensure that they have access to a broad course of study. 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.|Local Control Accountability Plan adoption date: 6/15/2021 Local Indicators will be presented to the Governing Board in fall of 2021|2021-06-15||2021                
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 Question 1) 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.||2021-06-28||2021                
56724700000000|Mesa Union Elementary|7|Mesa Union School District utilizes several data sets to evaluate student participation in a broad course of study. Due to the size and configuration of the school district, participation is more easily tracked. These include participation of students in electives and enrichment opportunities as provided by credentialed teachers in physical education, Visual and Performing Arts, as well as other middle school elective offerings.|All Mesa Union School District students participate in music, PE and arts in grades TK-8. In grades 6-8, middle school students participate in an elective wheel with choices dependent upon their specific grade level. The elective offerings include several STEAM-related offerings, including Coding, Robotics, World Language (Spanish) and Music. Mesa Union has responded to student and family surveys by modifying or changing elective offerings. There has also been intentional planning and articulation with the receiving Oxnard High School District around Career Technical Education (CTE) programming. Lastly, the district continues to support the implementation of a robust after-school program (Full-STEAM Ahead), which extends STEAM based learning to students after the instructional day.|As a small, rural, single-school district, the largest barrier for preventing access to a broad course of study for all students is the amount of available staff to teach and develop programs. Mess Union has engaged in a reconfiguration of instructional minutes and bell schedule to provide time for elective offerings in grades 6-8, as well as provide additional academic support. In 2021-2022, Mesa Union implemented a modified block schedule that has aided in both those aims and has provided increased continuity of instruction for areas such as Math and Science.|As was mentioned previously, Mess Union has engaged in a reconfiguration of instructional minutes and bell schedule to provide time for elective offerings in grades 6-8, as well as provide additional academic support. In 2021-2022, Mesa Union implemented a modified block schedule that has aided in both those aims and has provided increased continuity of instruction for areas such as Math and Science. There will be a need to monitor the effectiveness of this decision. It will also be important to create learning continuity in PE, art and music throughout all grades TK-8. The continuation of the partnership with Oxnard Union High School District to articulate Career Technical Education (CTE) pathways will need continued development, but offers tremendous potential. Furthermore, more community-based and business partnerships will need to be fostered and developed in order to grow in these areas.||2021-06-17||2021                
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.||2021-05-10||2021                
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 several online software programs such as IXL, MobyMax, and Lexia. These programs provide a 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 curriculums to address the needs of all learners.||2021-06-16||2021                
56725120000000|Ocean View|7|OVSD completed an analysis of all course offerings, master schedules, programs, and student enrollment in each of these programs.|All students have access to appropriate course of study.  The district has developed creative scheduling models in order to ensure all students can participate in activities such as band and chorus, regardless of their needs for intervention, ELD, or Dual Language Instruction. English Learners in the elementary schools have the option of an alternative program for language acquisition (Dual Language Immersion).|Two of the elementary schools offer a Dual Language Immersion program while one elementary school does not.  All students may request to participate in the dual language program when they enter school in kindergarten.  The junior high has 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.|OVSD made significant changes in the delivery of designated ELD especially at the jr. high level. In addition to ELD a power reading course has been introduced this year in order to provide supplemental literacy instruction for reluctant readers or those that are struggling with literacy. These strategies are being implemented within the ELD classes as well.||2021-09-14||2021                
56725200000000|Ojai Unified|7|Student rosters, master schedules, 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 established 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 allows 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 all of our elementary schools. This is a dyslexia approved research-based reading intervention program. This will enhance student readiness for more rigorous coursework.||2021-06-21||2021                
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 workshops, Open Time activities, and tutoring programs. These programs represent a broad selection of topics 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 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, with subscriptions provided by the school; 3. Onsite workshops and local field trips lrf 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 the standards at their ability level while also satisfying 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.|Two years ago, VOC received a college readiness grant that has allowed the school to increase its selection of UC a-g level high school textbooks and online curriculums. At that time, VOC 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 more limited, 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.|2021-06-10||2021                
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 the billiteracy schools 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 addition, Educational Services conducts a master schedule audit to review student enrollment in required courses including ELD.|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.  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. Intervention opportunities at the schools are provided before and after school to extend learning opportunities for students and to ensure students are not missing core first instruction.  These interventions ate prioritized by need, starting with students in unduplicated student groups.|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 AVID Excel opportunities and move towards offering 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.||2021-06-23||2021                
56725460000000|Oxnard Union High|7|OUHSD monitors enrollment in AP/IB courses, A-G, VAPA, and CTE courses and programs by demographics, including: ethnicity, socioeconomically disadvantaged (LI), English Learners (EL), foster youth (FY), students with disabilities, and a variety of other subgroups.|2018-2019, prior to the COVID school closure, all school sites experienced an increase in the number of students meeting A-G requirements. Specifically, there was consistent growth at all comprehensive sites for Economically Disadvantaged (LI) students with the District-wide A-G completion percentage for LI students increasing from 29% to 34% during the last measurable year. With the goal of trying to continue to provide a fully engaging and comprehensive remote/asynchronous high school experience for students, major changes were made to allow students full access to a broad course of study.  In 2019-2020, the Oxnard Union School District reevaluated and redesigned its educational programs to better support the evolving needs of students during distance learning. Changes that were applied for the 2020-2021 school year were: implementation of a quarter system, student enrollment in three courses per quarter, synchronous and asynchronous learning, Friday tutorials, learning loss interventions, and a focus on essential standards in all disciplines. It is difficult to fairly and accurately determine progress over time to which all students had access to and were enrolled in a broad course of study, due to the vast variable conditions students, families, schools and communities have had to face during the pandemic.|It is difficult to fairly and accurately identify the barriers preventing the LEA from providing access to a broad course of study for all students due to the vast variable conditions students, families, and schools have had to face due to the pandemic.  Prior to the COVID school closure, suspensions of at risk student subgroups were a major barrier for said students to access a broad course of study.  Now that all schools are back with live instruction, suspensions of impacted student subgroups will be closely monitored.|2018-2019, the school year prior to global pandemic, the district was committed to the creation and implementation of the District’s Differentiated Assistance plan for Suspension Rate. This included the addition of a Site Intervention Specialist, a full implementation of MTSS, as well as targeted academic, social and wellness interventions for students, and assistance to families. Last year, there was an increased focus on a successful return to in person instruction. Additional supports were put into place such as the addition of a school intervention counselor at select campuses to provide academic support and an additional Student Wellness Specialist to address social-emotional needs. The goal of the additional Student Wellness Specialist is to properly support the new Student Wellness Centers at each campus. The justification for the action is to address students' social emotional needs to allow students access to the entire school program and to ensure student social-emotional and academic achievement.||2021-10-13||2021                
56725460115105|Camarillo Academy of Progressive Education|7|CAPE feels that all students have access to and are enrolled in a broad course of study.  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.|CAPE feels that all students have access to and are enrolled in a broad course of study.  Before choosing a specific curriculum, the staff at CAPE goes through a vigorous vetting process that includes attending workshops, evaluating research, piloting programs, assessing student achievement, and making appropriate changes when needed.  Staff members collaborate to determine student needs and research programs that fit those needs. Programs and curriculum are evaluated yearly. Grade level teams collaborate on the changing needs of their students and make curriculum choices that align with those needs on a yearly basis. Using relevant research, teachers constantly evaluate programs to determine whether they provide the rigor that the student population demands.  When new curriculum is available, grade levels work with Administration to compare its effectiveness against current material.|CAPE does not believe there are any barriers preventing the school from providing access to a broad course of study.|CAPE faculty and staff are always evaluating the programs offered at CAPE.  Students and parents provide suggestions and feedback about the courses of study being offered.  Due to the pandemic and remote learning, CAPE has increased the SEL and Advisory courses on campus.||2021-06-28||2021                
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|7|Because ACE Charter has 260 students, we are able to offer all CTE programs to all students, and each CTE pathway is IB recognized. Students do not have to test in to IB classes and all students can take any of them. Therefore, all students have access to all levels of every course.  All students can take part in junior/senior year duel enrollment, and transcripts will show that evidence of completion.|All student transcripts will show evidence that regardless to grade, level, and ability, students have access to every course offered at ACE without prerequisites needing to be met.  ACE was able to show 11 IB Career Program Diplomas in school year 2020-21 - during a pandemic, and 2 students were in special education, 1 had a designation of a language learner.  In school year 2020-21, 40% of our senior class took part in at least 1 college class, and evidence of this is on transcripts of all students. We do not have a prerequisite for entrance into the college classes.|We have no barriers at all. All students have access and do take - all classes available at ACE. All students are given the opportunity to sign up for college classes as well during their junior and senior year.|We are only going to offer more classes as we grow our pathways, and all of those classes will also be available to all students. We are also working with the colleges to scaffold learning on our end, to best support the student retention in college classes.|ACE Charter take pride in enabling all classes being offered to all students, regardless to ability or designation.|2021-05-13||2021                
56725530000000|Pleasant Valley|7|In order to assess student access to a broad course of study based on these criteria, PVSD examines site master schedules, the Q Student Information System, data from SIRAS, and elementary school enrichment and intervention schedules.|The examination of school site master schedules, data in the Q student information system, and enrichment/intervention schedules at the K-5 level and other sources, demonstrates that PVSD students have access to a broad course of study.    PVSD has two comprehensive middle schools and three middle school programs housed on K-8 campuses.  Middle school students have access to a wide array of elective offerings ranging from STEM opportunities to the arts. Additionally, comprehensive middle schools provide scheduled intervention opportunities for English Language Arts and mathematics.  During the 2020-21 school year, some Career Technical Education offerings were provided at middle school serving campuses.    Students have access to music programs throughout the campuses. All campuses are outfitted with MakerSpaces to support hands-on STEM exploration. Campuses are allocated increased funds to support tutoring opportunities based on unduplicated student counts. With these funds, schools have developed tutoring programs for students who need additional support.  Some of these supports were provided virtually during the 2020-21 school year.|Due to COVID-19 protocols Career Technical Education (CTE) offerings were not as abundant as in previous years.  Similarly, there were some initial safety constraints around the use of wind instruments both at the elementary and secondary levels.  Staff worked to develop alternative opportunities while mitigation strategies, such as the use of bell covers, were implemented. Due to COVID-19 safety protocols, MakerSpaces were not widely utilized during the 2020-21 school year.  An ongoing challenge is that due to their larger size, 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. The implementation of the Digital Learning Academy for middle school also resulted in a master schedule that had similar constraints as the K-8 schedule with fewer elective offerings available.|All middle schools have been provided with additional sections to support mathematics and English Language Arts intervention needs for 2021-22 school year.  Some of these sections utilize a pull out model, where students are not rostered to the course for the quarter, thereby allowing them to still participate in elective/enrichment courses.  PVSD has provided expanded opportunities for participation in the arts for students in the 2021-22 school year.  Similarly, all campuses have re-opened their MakerSpaces, which will allow more hands-on learning opportunities for students across the district.  At the middle school level, Career Technical Education offerings have been expanded onto all 6-8 serving campuses.||2021-05-20||2021                
56725530139592|Peak Prep Pleasant Valley|7|Peak uses a variety of check points to ensure students have access to course of studies. We use attendance and log in reports, Homeroom teacher check ins, annual surveys, Sped Team, Counselors, and a we have a McKinney Vento Liaison.   In addition, we utilize PowerSchool as a Student Information System.|We have around 300 students and all students have access to full curriculum and supplemental resources.|We do have some students that need to be provided a hotspot or computer. The major barrier is identifying them and getting them their proper equipment. We will immediately send them their hotspot when it's identified through check ins, enrollment, etc.|We will continue to do student check-ins especially heavy check ins when they first enroll. As always, we will continue to do check ins to make sure nothing has changed. When life circumstances changes and there is a need for them to need a hotspot, we will provide one immediately.||2021-06-09||2021                
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 credentialed enrichment teachers. Student access to standards aligned materials Student access to PE instruction Student access to Arts instruction Student access to college/career education Student access to Foreign Language instruction Student access to enrichment classes in a wide range of areas (technology, science, math, 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 special education resource classes. Because of the limits of the instructional day, these students are sometimes unable to take a foreign language, but are still able to access art, music, technology courses, and other 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.||2021-06-25||2021                
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. The Rio School District has also started a new Dual Immersion School to help support the community need for multi-language supports.  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. 7) For the 21-22 school year the Rio School District has expanded the Independent Study program in response to COVID and the need for learning in an online environment.|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. Prior to COVID 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. A barrier during this past year has been the challenges faced due to COVID and significant amount of absences in all schools. As a response to this, the Rio School District has supplemented a variety of academic areas with online  options to further engage students and families in school. In addition to this, an increase of re-engagement strategies are being used to support students in returning to in-person instruction.|Rio School District is always monitoring offerings to the school community it serves and there is a need for Rio School District to continue with the expansion special programming for students in the dual immersion program. During the 2020-2021 school year, Rio School District began the implementation of a 2nd Dual Immersion school as a response to community needs. The Rio School District needs to continue to grow the program over the next few years so it expands from K-1st into and through the 8th grade.  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.||2021-06-30||2021                
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.||2021-06-16||2021                
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.|Other than COVID-related barriers that prevented in-person instruction during the 20-21 school year, 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.||2021-10-19||2021                
56726110000000|Somis Union|7|Access to courses and enrollment in courses is very easy to track when you only have 243 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. 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 4-8 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 collaborate with high school feeder schools.  This helps to make sure that we know what will be expected of our students as they move into more selective coursework. We continue to search for new funding sources that would help us to provide more course opportunities. To that end we applied and were awarded an Amazon Coding grant.  Seventh and eight grade students are taking part in coding as part of their elective wheel.  To compliment this, we are part of the VC Innovates program for the past 3 years. This funding has allowed us to invest in equipment, field trips and professional speakers for our middle school career pathways courses which include drama, TV and Film production and Coding.|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 areas 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 also an extended day program that offers physical education, art and coding/robotics.||2021-06-11||2021                
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 May 2021, we included questions about a broad course of study on our parent, student and staff LCAP survey. We run enrollment and master schedule reports from our student information system – Q - for students at all grade levels and grade spans to determine which students are enrolled in which courses. 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. We collect 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 improve access to a broad course of study 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 1:1 access to technology. The district offers dual immersion at two elementary schools, one middle school and one high school. We strive to qualify unduplicated students for Gifted and Talented Education. One of our elementary schools implements Advancement via Individual Determination (AVID) curriculum. 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. 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. High school students have an opportunity to dual for dual enrollment via local community college.  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 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 accessing all courses. 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 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. At the elementary level, we strive to ensure 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.|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.  In addition, the district will continue to reclassify English Learners so they can participate in a broad course of study. Additional high school staff are assigned to monitor English Learner progress. English Learner students have access to grade level courses that meet a-g requirements within their double-block classes. The district offers middle school and high school FLEX programs and other enhanced independent study options, and dual enrollment in college courses.||2021-06-22||2021                
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. 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.  At our TK-5 grade levels, all students are provided with equitable opportunities to access the curriculum. CVUSD has four magnet programs at the elementary level, and two additional magnet opportunities are in the planning stages. Multiple specialized programs are available at the elementary level for SWD. CVUSD supports 4 traditional middle school sites, 1 K-8 site, and 1 blended learning program. CVUSD offers 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. The high school AVID program is in its fifth year of implementation at our 3 comprehensive high schools. For SWD, we offer specialized programs, and this year began implementing a co-teaching model to increase access for SWD to core academic courses at our middle and high schools.|At the elementary level, CVUSD tracks enrollment in its magnet, academy, and SPED programs. 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, AP, or IB courses. However, our enrollment in SPED programs has also increased.  CVUSD collects student voice input through the local LCAP survey and focus groups, biennially through the CHKS survey. CVUSD’s more recent Dashboard Indicators show that African American, American Indian, Foster Youth, Pacific Islander, Homeless, and SWD student groups are disproportionately suspended. This disparity led to a focus on alternative means of correction and restorative practices. Over 60% of high school students participate in at least one co-curricular activity each year. 59% of our graduating seniors completed A-G requirements for college entrance and attended over 230 colleges and universities worldwide. Institutions include Princeton, Stanford, Yale and MIT. CVUSD maintains one of the highest graduation rates in Ventura County at 95.5%. CVUSD started the Student District Advisory Committee to provide students with additional input on longterm district planning. SDAC is composed of high school students from all 5 high schools. It includes both AP/IB students and CP students, students who participate in athletics and activities, and students who focus solely on academics.|CVUSD strives to provide its students with opportunities to engage in a broad course of study. Recently, CVUSD has been addressing  barriers to implementation. These include the percentage of students with disabilities whose IEPs restrict them to spending less than 80% of their day in general education classes, a lack of PD in differentiation strategies, and consistent bell schedules across middle and high schools. Currently, 50% of CVUSD SWD spend less than 80% of their time in a general educational setting. Our goal is to increase the amount of time that our SWD spend in general education courses and align practices with the Least Restrictive Environment guidelines. One barrier is the lack of flexibility within our master secondary school master schedules. Site leadership is working with case managers and SPED staff to create a more inclusive schedule. Teachers annually complete an average of 18 hours of PD each year outside their contract day. However, in offering teacher choice, PD has not always targeted the most crucial initiatives. Beginning in 2019-20, CVUSD shifted to a pupil-free model of PD. Although all schools provide teachers with time to collaborate, consistent time across grade-levels and content areas is not built into every bell schedule. As such, not all teachers attend planning meetings. Additionally, not all middle and high schools have an intervention or enrichment period built into the schedule.|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. Universal Design for Learning (UDL) continues to be 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 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 a Least Restrictive Environment and a broad course of study.||2021-06-15||2021                
56738740000000|Oak Park Unified|7|OPUSD regularly reviews data related to student achievement, looking for ways to ensure student outcomes equitably reflect the broader student demographics. The Board annually reviews Math Placement Data to measure the impact of new placement policies and efforts to ensure students are in the appropriate math placement. Data is also presented on the placement of students with disabilities. The District annually reviews A-G completion rates, AP participation and pass rates, and graduation rates to ensure that students are able to access a Broad course of study that prepares them for college and career.|All students in OPUSD have access to a broad course of study. This is illuminated by our 100% graduation rate in 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, other than a need for greater LCFF base funding to assist in the hiring of staff to add more course options across grades 9-12.|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. OPUSD has offered Dual Enrollment courses in partnership with Moorpark College. This provides students with access to a broader course of study while also accruing college credits. 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.||2021-06-22||2021                
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 (Q Student Information System). Grades 9-12, CA Department of Education (CDE) 2019-20 DataQuest 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. 2019-20 CA DataQuest 5-year cohort data shows an overall graduation rate of 92.1%, which is higher than both county and state percentages. SES students had a graduation rate of 85.3%. SWD had a graduation rate of 83.9% and EL students had a graduation rate of 72.5%. The College/Career readiness rates on the 2019-20 CA School Dashboard indicate 48.9% of students were college/career ready. 28.4% of SES students were college/career ready.  12.0% of SWD were college/career ready.  6.1% of EL students were 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.||2021-06-15||2021                
56739400121426|IvyTech Charter|7|ITCS provides over 150 a-g approved courses for students in grades 9-12. IvyTech also encourages students to enroll in CEC courses offered through VCOE, as well as at the local community colleges. The school's counselor utilizes her own metrics in conjunction with the School Information System which is tied in with CALPADS and SIRAS to track student progress, special circumstances of each student, and credit acquisition throughout their school career.|The school counselor partners with the special education coordinating team to ensure that individuals with exceptional needs and all other unduplicated student groups receive a robust and broad course of study as mandated by the State. In this way, all students at ITCS are enrolled in a broad course of study appropriate for individuals' life circumstances and educational needs.|The only limiting factor for providing students a broad course of study comes from outside activities (such as CEC or College dual enrollment) and their limited available space for learners. The school will continue to expand its a-g approved courses by investigating and adopting additional curricula (e.g. Apex, Edgenuity).|IvyTech continuously seeks out additional a-g approved curricula to enhance the school's offerings. The school regularly conducts surveys of all stakeholders to ascertain what the school's current interest inventory consists of and adjusts offerings accordingly.||2021-05-26||2021                
56768280000000|Santa Paula Unified|7|In grades K-5 the primary tool that is used to track the extent to which all students have access to a broad course of study are instructional schedules which include the core content areas, English Language Development (ELD), Physical Education, library, and music education.  At the middle and high school levels the tools used are the master schedules, transcript evaluation services (High School only) and student information system (SIS) reports.|All students in grades K-5 have access to a broad course of study.  All school sites are provided with equitable core, intervention, and enrichment services.  Students identified as needing additional reading support are provided with small group reading services during the school day.  A further analysis is needed to ensure that students who are participating in the reading intervention receive services during differentiation learning time.  In grades 6-12, additional periods were added to the master schedule to give students with impacted schedules increased access to electives and at SPHS, the ELD 3 class was granted UC A-G English approval.  The district will continue to review and monitor all instructional schedules on a regular basis across all schools.|An ongoing challenge is to provide students with impacted schedules core academic instruction as well as intervention and enrichment opportunities during the school day.  The district will continue to provide additional before and after school core and elective courses to meet the needs of all students.|The district will continue to offer before and after school elective courses for students with impacted schedules and those who need reading intervention classes during the day and will continue to examine daily/master schedules and strengthen the data collection and analysis of all students to ensure access to a broad course of study.||2021-06-23||2021                
57105790000000|Yolo County Office of Education|7|Teachers with support from the Administration create an Individualized Learning Plan (ILP) that includes access to a broad course of study and is tailored to the needs of each student to ensure that all students are on a graduation pathway. This transcript audit and ILP are reviewed every six weeks at a minimum.|All students have access to and are enrolled in a broad course of study which places them on track to graduate with a WASC accredited diploma. There are no differences in access or enrollment as a result of a student's unduplicated status or school of attendance. 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 is 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.||2021-06-22||2021                
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 authorized 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 authorized 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 program.||2021-06-25||2021                
57726780000000|Davis Joint Unified|7|DJUSD uses a data set locally designed and referred to as our Course Access Tool.  This tool identifies the total enrollment of students by grade level and enrollment in core content courses, Career Technical Education, World Language and Visual and Performing Arts.  Additionally, it disaggregates that data for unduplicated students and students with disabilities.|Using this tool, staff had identified that, as a full inclusion district, 96% of students are enrolled in core classes throughout secondary school, demonstrating access to a broad course of study.  Exceptions are made for students who are in full inclusion classes; an example may be that while learning English and literacy skills they are not enrolled in a course while working toward a certificate (in lieu of English course for graduation).  Staff also notes that 9th graders with an IEP are being counseled to take Science (Biology or other) in 10th grade.    To more closely investigate course access, we evaluated students progress through enrollment in Career Technical Education which remains remarkably stable throughout the secondary grades.  We also see 33% of students are enrolled in CTE coursework as Seniors.  Notable is that 32% of our 12th grade unduplicated students and 32% of our Special Education students are also enrolled in CTE.  This is evidence of access to CTE coursework for all student groups.    However, when we analyze World Language we see more complexity .  In 10th grade, 77% of students participate in World Language with near parity with 70% of our unduplicated students. Our Special Education students, however, participate at a rate of 24% in 10th grade.  These enrollment rates arch downward as students promote, most likely a result of meeting a-g requirements.|One of the barriers identified was in the schedule limitations.  While our students have access to most classes, they do not necessarily have room in their schedule to maintain enrollment in electives, languages, or arts.  We also know that one barrier to accelerated courses, like AP and Honors coursework, is in grade assigned as a prerequisite.  Additionally, we note that our counselors see a disproportionate amount of students with Special Education needs or English Learners taking courses that are not A-G eligible.|Our plan for addressing these barriers is to review Secondary Schedules looking for models that increase access and choices for students.  The other component of this plan is to engage in professional development and exploration of grading practices.||2021-06-17||2021                
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 prescription 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 a|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 however this limitation has lessened in 2020-21 due to increased offerings in CTE courses.|DVCA has made progress in addressing the need for CTE courses. Da Vinci High School (grades 10-12) has developed an Information and Communication Technologies (ICT) Pathway and an Arts, Media and Entertainment Pathway (DMA) and now offers seven CTE courses in total. CTE instructors are fully credentialed  and all courses are board approved. Additional CTE facilities will be available beginning in 2022-23. These two pathways with seven CTE has bolstered the career preparation component and 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.||2021-06-17||2021                
57727020139436|Compass Charter School of Yolo|7|Compass Charter Schools utilizes School Pathways Student Information System (SPSIS) to track 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. School leaders have access to Scholar Summary and School Summary reports within the SPSIS that provide real-time data on total enrollment within their scope as well as specific enrollment data on grade span, unduplicated pupils, individuals with special needs, race, gender, age, language, and residential category.  The Leadership team works collaboratively to draft a master calendar and works directly with both the Counseling Services and Special Education departments to ensure the 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 with grade level and academic capabilities.|Although Compass Charter Schools provides loaner laptops and hotspots to our scholars upon request (the Loaner Laptop Form can be accessed on our website) one identified barrier as preventing Compass from providing access to a broad course of study for all students was having equitable access to high-speed internet service and desktops/laptops. In order to address this barrier, Compass will be providing laptops and hotspots for scholars in elementary and middle schools. All high school scholars will be provided with iPads and hotspots.|Compass will continue to observe the use of SPSIS to track and manage broad course study offerings. In addition, we will make revisions and enhancements to systematic procedures as needed.||2021-06-27||2021                
57727100000000|Woodland Joint Unified|7|The district has used a transcript analysis protocol and enrollment data to review enrollment in courses at the secondary level, which has identified areas of disproportionality in course access. Enrollment is disaggregated and compared for courses such as Chemistry, Honors Chemistry, and AP Chemistry, as well as courses such as English 9 and Advanced English 9.|In 2020-21, patterns of enrollment that have been seen for the last several years have persisted, which include: (1) white students continue to be more likely enrolled in music classes such as symphonic band and wind ensemble, in leadership classes such as student government, and advanced classes such as Honors Chemistry; (2) Asian students continue to be more likely enrolled in advanced courses such as Advanced English 9, AP English, and Honors Chemistry; (3) Hispanic students and Low Income students are more likely to be enrolled in regular Chemistry or English 9 as compared to the honors or advanced versions of those courses.  The district also uses a-g data to describe disparities in access to a broad course of data, as the gap in the a-g rate between socioeconomically disadvantaged students (33.9%) and not socioeconomically disadvantaged students (53.8%) is significant.  Since the district found that enrollment in secondary music programs did not match the demographics of the student population, enrollment in elementary music programs was analyzed, which showed that white students were more likely to be participating in elementary music, while low income students, English Learners, and students in Special Education, were all less likely to enrolled in elementary music programs.|The district has identified limited enrollment in elementary music programs as a barrier to students at the secondary level participating in the visual and performing arts. Currently, elementary music is taught in a pull-out model that allows only a small percentage of a school's students to participate. Depending on the school schedule, students may need to miss core academic instruction in order to participate in music, and that results in some students who are not at grade level, not being able to participate. This may perpetuate the pattern of high achieving students in music programs later on.|One of the LCAP actions to address the issues around ensuring access to a broad course of study is to engage in a wide-scale master schedule audit and transcript analysis, which will examine scheduling and course enrollment at all schools. The audit will involve student focus groups and surveys so that input from students can be included in the data analysis.||2021-06-24||2021                
58105870000000|Yuba County Office of Education|7|All students have access to grade-specific and standards-based curriculum in ELA, Social Studies, Science, Mathematics, PE, Arts, World Languages, and CTE, both in in-person and independent study learning environments; this is measured by yearly material sufficiency reviews and IT department oversight of necessary equipment, devices, and hardware. Further, administration at both sites served, Thomas E. Matthews (TEM) and Harry P. B. Carden (Carden), conduct reviews to ensure all students have equitable access to learning resources and support services. All students have individualized learning plans, which contain transcripts, courses of study, schedules, and all service opportunities individually assigned (IEP, ELD, Intervention, SEL, College and Career, Foster and Homeless outreach, mentorship, and/or counseling). Student ILPs are consistently updated and reviewed with students and families and are another tool to help identify any inequities in access and assignment. Further, there is an implemented Multi-tiered System of Support to ensure that all students succeed; at the site level, students are identified as either Tier I (access to all available core courses, CTE, College and Career opportunities, SEL, tutoring, and mentorship), Tier II (all of Tier I and extended services - IEP, ELD), or Tier III (Tier I, Tier II, counseling, and/or extended time on campus for intensive and targeted interventions).|All students, for both sites have access to and utilize standards-aligned instructional materials, based in the online learning platform, Edgenuity, for all content areas and English learners, students with disabilities, and students receiving intervention services have appropriate and sufficient evidence-based materials to support their learning and overall achievement.  All students at TEM have access to the materials and resources on-sight and at home (same supplemental resources, tutoring opportunities, and teacher-created guides and lessons) through both Edgenuity and Google Classroom.  All students at Carden utilize the same instructional materials with provided supports and scaffolds imbedded within the base curricula.  All students at TEM will continue to be issued a Chromebook and any and all applicable hardware necessary to access synchronous instruction, live interaction, and support service opportunities, regardless of status, in order to maintain consistent instruction and learning in a hybrid learning model.  All students at Carden will continue to have access to classroom Chromebooks, as appropriate, in order to best facilitate classroom learning and ILP development.  All students, at both sites, are enrolled in grade-specific core subjects toward promotion and graduation requirements, as well as CTE, electives, and assigned state-standard aligned courses specific to individual credit recovery, as documented within the ILPs.|One barrier to providing access to a broad course of study for all students is limited parental involvement in their student's education. Family participation and support is consistently elicited through advisory committee invitation, the enrollment process, informational mailings, mass dialing and email, and conference. Actual participation is limited and usually only initiated by the family in the event of discipline or lack of attendance.The goal is an ongoing consult with parents in making decisions and promote parental participation in programs through parent education and support and to improve communication with all stakeholders.  Another barrier is that students with exceptional needs often choose to leave class, outside of scheduled IEP resource service and meetings, and therefore, miss initial, live instruction of the material presented. These students often have the most severe behavioral issues and are not able to effectively reintegrate into the classroom environment or successfully access necessary online supports and resources at home. A third barrier is inconsistency of teacher confidence in online learning platforms and course-specific and applicable supports and teacher-created resources.  A fourth barrier to providing a broad course of study to all students is the lack of overall emotional well-being of many of our students due to numerous factors, including COVID-19 stress and isolation.|In response to local measures and perceived barriers, our current PLC teacher/staff professional development will continue to include utilization of technology, training in online learning platforms. We will improve service to our high needs students by refining placement systems and assessments, with a focus on benchmark and progress monitoring assessments and the use of data to drive instruction.  We will work to provide support and training to educational staff to assist high needs and struggling students close knowledge and skill gaps, without sacrificing the rigor and intention of the base curricula.  We will provide additional PD to instructors to locate gaps and develop scaffolds to access grade-level, rigorous curricula.  To increase the success of high needs students, we will improve our program by implementing an equity-focused model, facilitated by the YCOE SEL Coordinator, YA, Curriculum and Instruction Director, and site-based administrator, with research-based, high quality, mentoring and coaching to improve instruction and boost the achievement of the student populations.  As part of our ongoing effort to engage families, we will reach out to families and community groups representing historically underserved and underrepresented students to ensure their voices are part of our consultation, planning and feedback processes.  We will continue to involve the Parent Advisory Group in LCAP development, data analysis, and revision of program policies and practices.|Further, we will initiate providing families with technology training to assist in student accessibility and enhance student learning.  We will work to provide outreach and training to enable families of English learners, foster and homeless youth, students with disabilities, and impoverished youth to become active participants in the education of their students.  We will work, site-based, to organize systems and programs for students with exceptional needs to better support participation in the general education classrooms and provide staff with the training they need to create effective inclusive environments.  We are looking to expand and improve co-teaching and push-in support through training and increased coaching support for staff and provide training, coaching, and master schedule support for teams (content area teacher and Special Education/Intervention teacher working together) on structures and instructional strategies to support the success of students with exceptional needs in classrooms - this would include training and coaching paraeducators in providing push-in and intervention support and providing all staff with training and coaching on strategies for working with students with challenging behavior.  Finally, we are committed to making learning accessible for all student population by working with YCOE to implement Universal Design for Learning - the development of flexible learning environments that can accommodate individual learning differences.|2021-10-13||2021                
58105870117242|Yuba Environmental Science Charter Academy|7|The LEA tracks the extent to which all students have access to, and are enrolled in, a broad course of study, with class schedules.|All students in TKK - 5 are in self contained classrooms in which all subjects are taught. Middle school students are enrolled in a designated math class, a designated ELA class, a designated art class, and a designated PE class. Science and social studies are taught in homeroom. Students with special needs are served along side their peers.|All students have access to a broad course of study. We do not have a barrier.|All students have access to a broad course of study.||2021-10-28||2021                
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. In the 2020-2021 school year we eliminated our All-Day program and moved to a Hybrid model that was not fully realized due to COVID-19. Our academic advisor met more frequently with our students to review their educational paths and we will be creating tallies of the classes needed by our students for our master schedule so we can continue to design programs to ensure all students have access to a broad course of study.||2021-09-06||2021                
58727286115935|CORE Charter|7|CORE utilizes a variety of of selected tools to track student access to a broad course of study. The primary function for this assurance is the independent study, Master Agreement, which by law, every student, parent and teacher must sign on or before the first day of enrollment. The document is a contract by which all parties agree to grade level required courses or attempted credits that the student must undertake during the year/semester. As the contract states, it is the obligation of the school to provide the materials for success through the course(s). The Master Agreement is then uploaded into our student information system from where reports can be generated and teachers, student registrar, and administration can view individual, grade spans or student group courses and ensure that students follow their prescribed course of study. Beyond digital tracking, personalized learning teachers ensure access to a full course of study at time of enrollment and continue to ensure that components to all courses are readily supplied.|Through ongoing communication, all students are able to progress, unhindered, in their daily learning.|Occasionally, it will happen that a student's needs are not adequately met within the course due to an unsuitable text, in which case, because CORE offers a variety of CA-based curriculum, an alternative text or resource acts as a perfect substitute, and the student may continue to move forward. All students who request or otherwise need an electronic devise or Internet connectivity are so provided. Some pupils live outside of Internet bandwidths. In this case, CORE offers resource center connectivity and/or hard copy resources.|At this time, there is no need for revision or new actions to ensure access.||2021-06-24||2021                
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 including but not limited to ensuring our English Learners' needs are met early on in their education. 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.||2021-06-22||2021                
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. Teachers will use achievement data to determine individual student needs and provide support, while working with other teachers as a collaborative team.|This year's response will be to continue training in working with students that have educational deficits, especially given the damage that distance learning had done, while utilizing culture building strategies to further engage families in supporting our school and learners in achievement. We will also, while using common formative assessment data and other assessment data, target individual students for help in the classroom, in intervention period, and after school. We will also utilize our SWAT (Students Who Are There) students to further tutor and mentor other students, especially our younger students.||2021-06-22||2021                
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.||2021-10-14||2021                
58727510000000|Wheatland|7|Wheatland School District employs standardized processes and procedures to  efficiently and effectively track the extent to which all students have access to, and are enrolled in,  a broad course of study, based on grade spans, unduplicated student groups, and individuals with  exceptional needs: * Regularly scheduled meetings to review all course requirement needs, appropriate pathways and new course proposals. * A district committee analyzes the full course catalog to ensure access to a broad course of study. * Review of reports from the district’s student information system summarizes access and enrollment based upon grade spans, unduplicated student groups and students with special needs. * An administrative review of master schedules ensures a balance of offerings and equity in all courses|All students take all courses with the exception of electives in which they have choices based on their likes/dislikes|No barriers except class sizes. We can only offer certainly electives to a smaller group than would like them because of available space. Therefore the student may get their second choice in electives|None||2021-09-09||2021                
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, and a broad selection of dual enrollment and articulated courses that are UC/CSU transferable.|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 that began in the 2019/20 school year through our local college.|We have implemented dual enrollment courses as well as articulated courses that began in the 2019/20 school year in partnership with Yuba 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.||2021-10-14||2021