cdsCode	lea	priorityNumber	measures	summary	barriers	revisions	performance	additionalInfo	meetingDate	year
19642120000000	ABC Unified	7	"The Aeries Student Information System consists of several tools used to track students’ access to a broad course of study. These tools include the “Individualized Academic Planner,” which allows high school students and counselors to develop a four-year plan for students to meet the graduation and ‘A-G’ requirements. This tool is utilized by school sites during one-on-one counseling registration sessions. The “Graduation/College Readiness Dashboard” is 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, and ’A-G’ requirements, and to maximize students’ 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 student access to coursework concerns."	"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. Despite the challenges of the pandemic, the A-G completion rate was increased to 60.5%. Most school sites maintained or had slight increases in their A-G rates. Schools offered a variety of opportunities to make up courses for A-G credit such as eight-period blocks or zero periods, 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 the 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 by 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."	Met		6/21/2022	2022
19647330120097	Academia Moderna	7	"We serve an underserved community by providing a key feature such as the International Baccalaureate program in the Primary and Middle Years Program.  Designed for students age 3-16 the IB-PYP and MYP provides the knowledge, concepts, skills, personal attributes, and the capacity to take action, all of which young students need to equip them for successful lives both now and in the future. Learning through an inquiry-based model, children investigate subject matter where knowledge and understanding about global topics, and six transdisciplinary themes are explored.  We successfully implements the attributes of the IB-PYP and MYP which are ideal to foundations for children to become successful, life-long learners by developing their:  * Social and emotional wellbeing  * Independence, as they take responsibility for their own learning * International mindedness  * Understand how the world works and their ability to function within it  * Attitudes and dispositions of learning  * Ability to take mindful, appropriate, and sustainable student initiated action  * Language skills; all students study an additional language  * Learner Profile (10 attributes of positive character development)  Academic Indicators of Growth:  On the 2017-2018 Smarter Balanced Assessment Consortium (SBAC), Academia Moderna has 32.61% of students who exceeded or met the standards in English Language Arts. Last year, Academia Moderna had 32.35% of students who exceeded or met the standards in English Lang."	All students have access to the IB Programme.	We differentiate and scaffold for all students to receive the IB Programme.	"Continue to raise the rigor of the academic program, percent of parent engagement and facilities upkeep."	Met		6/8/2022	2022
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. Secondary students are able to select from a wide range of co-curricular and extracurricular activities including athletics, VPA, clubs, and service groups."	"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."	Met		11/8/2021	2022
36677360116723	Academy of Careers and Exploration	7	"Through the use of locally adopted curriculum which is aligned to California State Standards and can be seen in our Board Minutes, students are tracked for usage of the program through grades assigned from the teacher. The curriculum provides information related to the standards that supports the knowledge that students need in order to gain mastery of the concepts required at that grade level by the state of California. All students no matter what grade level or need is required are served and provided the opportunity to access a Broad Course of Study."	"With curriculum adopted around the current state standards, students are able to pursue as much information as they would like or as little as needed to pass the standard for the grade level. The use of locally adopted curriculum also adopted by the state is defined by the school and publisher at a minimum level or by the student at a maximum level."	N/A. All students are able to gain whatever access that they need or desire.	No adjustment is required because all students have access to a broad course of study all of the time.	Met		6/29/2022	2022
07616300000000	Acalanes Union High	7	"AUHSD remains committed to ensuring that all students have access to a rigorous, relevant, and broad course of study. Academic department chairs and administrators annually review course offerings and pathways. Using data from the District's student information system, course enrollment is reviewed to examine trends. Administrators examine course enrollment data based on grade level, race, ethnicity, gender, and disability status. Staff examines enrollment trends related to courses that satisfy graduation requirements, courses that met UC/CSU a-g requirements, Advanced Placement (AP) courses, Honors courses, and courses that are part of a Career Technical Education pathway. AUHSD administrators make an annual Governing Board presentation on course enrollment trends."	AUHSD is committed to providing high-quality academic programs to help all students attain college and career readiness. Students have the opportunity to participate in a strong core curriculum and a diverse array of electives. Curriculum is continually developed and modified to ensure rigor and relevance. An analysis of student enrollment data and student achievement data indicates that AUHSD students are successfully accessing a rigorous and broad array of courses. Graduation rates and UC/CSU eligibility rates remain high.	Data analysis regarding student access to a broad course of study reveals that not all student groups are successfully accessing course curriculum at the same rate. Students with disabilities and English language learners do not have the same achievement rates as other student groups.	"To help students with disabilities successfully access the curriculum, AUHSD is strengthening its co-teaching program. Under this program, certificated learning specialists are placed in key courses to support students with disabilities. AUHSD is also in the process of reviewing and revising its English Learner Master Plan. The goal of this review and revision is to adopt new, more effective instructional strategies for English language learners. AUHSD staff annually review course offerings to determine if they are relevant and accessible. A key area of review involves AUHSD math pathways. Success in Algebra 1 is critical for access to subsequent math and science courses. Partnering with our local PK-8 school districts, AUHSD staff are examining new approaches to supporting students in this foundational math course."	Met		6/8/2022	2022
19647336112536	Accelerated	7	"Currently, TAS serves approximately 770 students in grades TK-8 that include the following demographics: 98% Hispanic, 1% African American, 1% White, 14% Students with Disabilities (SWD), 41% English Learners (EL), and 97% Socioeconomically Disadvantaged.   The Accelerated 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.   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   Spanish (7-8), Music (7-8), Garden (TK-5), Dance (TK-5), Public School Science (TK-2), and 6th grade elective wheel (Art, Speech/debate, Coding, Film Production). 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."	Met		6/23/2022	2022
19647330100743	Accelerated Charter Elementary	7	"Currently, ACES serves approximately 514 students in grades TK-6 that include the following demographics: 99% Hispanic, 1% African American, 11% Students with Disabilities (SWD), 37% English Learners (EL), 1% Foster Youth, and 98% Socioeconomically Disadvantaged.      Accelerated Charter Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Accelerated Charter Elementary School s educational program.   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, 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 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-6 have access to and are enrolled in Everybody Dance; and Public School Science (1-6) 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."	Met		6/23/2022	2022
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. Our district has added math support classes for Geometry and Algebra 2.  Additionally, our district is creating CTE Pathways to once again provide more opportunities for our students."	Not Met		9/15/2022	2022
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 Achievement Network Interim Assessments 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 returned to in-person instruction, ACE has noticed significant declines in average daily attendance and corresponding increases in chronic absenteeism from pre-pandemic levels."	"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."	Met		6/15/2022	2022
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 returned to in-person instruction, ACE has noticed significant declines in average daily attendance and corresponding increases in chronic absenteeism from pre-pandemic levels."	"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."	Met		6/15/2022	2022
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 returned to in-person instruction, ACE has noticed significant declines in average daily attendance and corresponding increases in chronic absenteeism from pre-pandemic levels."	"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."	Met		6/15/2022	2022
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."	"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 returned to in-person instruction, ACE has noticed significant declines in average daily attendance and corresponding increases in chronic absenteeism from pre-pandemic levels."	"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."	Met		6/15/2022	2022
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."	Not Met		10/20/2022	2022
04614240141085	Achieve Charter School of Chico	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.	"Achieve 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.	All students have access to a broad course of study at Achieve.	Met		6/21/2022	2022
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.	"Achieve 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.	All students have access to a broad course of study at Achieve.	Met		6/21/2022	2022
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.  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."	"The results of the locally selected tool were as follows:  63% of middle school students (6-8) felt they had many different and interesting choices of electives in middle school 72% of students who attended targeted interventions felt the time was helpful 47% of students feel that their assignments in ELA were ""just right"", and 36% stated it was ""challenging"" 38% of students feel that their assignments in math were ""just right"", and 37% stated it was ""challenging"" 53% of students feel that their assignments in science were ""just right"", and 25% stated it was ""challenging"" 58% of students feel that their assignments in social studies were ""just right"", and 32% stated it was ""challenging"""	"Our teachers continue to provide rigorous learning opportunities to our students at all grade levels. All students will have the opportunity to participate in physical education, general music, and band for grades 5-8. In the fall of 2022 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."	None at this time.	Met		6/14/2022	2022
42767866118202	Adelante Charter	7	"As a single school LEA we are able to look at the schedules of each individual student. All children have access to a well-rounded education focused on the whole child.  As a dual language program, Adelante students are given access to rigorous, cognitively challenging learning experiences in both languages."	"All children have access to a well-rounded education focused on the whole child.  As a dual language program, Adelante students are given access to rigorous, cognitively 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."	"We have been able to remove the barriers that previously existed for our students with exceptional needs. Now 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."	"Leadership will continue to work closely together with classroom teachers, specialist teachers, Tier II Intervention support, and SpEd program to ensure that all students have access to a broad course of study."	Met		6/13/2022	2022
36675870000000	Adelanto Elementary	7	"Adelanto Elementary School District implements the state academic standards and uses the guidance in the frameworks for all content areas. We are in the beginning stages of Universal Design for Learning  Implementation to provide instruction that integrates multiple subject areas and supports cross-cultural understanding through a multi-tiered system of supports and services. We collaborate with other educators at both the site level and district-wide. We review master schedules at all schools to calibrate the consistency of programs, curricula, and materials across schools and classrooms and to provide appropriate, specialized support for individual students. Students are placed in appropriate supports such as ELD, extra support, etc."	All students have access to a broad course of study within the Adelanto Elementary School District. We are continuously working to make sure that we are meeting the diverse needs of all learners based on multiple factors. We are strengthening access to quality programs through leadership development and professional learning. We will continue to meet the needs of all students through data analysis such as test data (formative and summative) and walk-through data.	One of the major barriers would be the time needed to implement a robust professional learning system in which to make sure all teachers have access to and understand the direction of the district and the varied needs of the students we serve.  We continue to be creative about times and offerings due to a lack of substitute teachers.	"Based on the measures, our district is focused on strengthening items that we are putting in place, such as professional learning and UDL. Data analysis protocols from a district and a site level will be implemented throughout the school year. We will continue to push for the needs of all of our students and make sure that equity and access are at the forefront of the decision-making process for tour schools."	Met		6/28/2022	2022
51105120138040	AeroSTEM Academy	7	"Student access to a broad course of study is is measured by: teacher training logs, student information system course enrollment, student transcripts and report cards."	54% of high school students are receiving a 3.0 or higher. 85% of students are receiving 2.0 or greater in high school. 73% of middle school students are receiving a 3.0 or better. 21% are receiving a 2.0 or better. .07% are receiving lower than 2.0 in middle school. All teachers reported that 100% of units had some component of STEM integration to address the vision and mission of the charter. 47 high school classes are currently A-G approved. 14 of those are classroom based. More have been submitted for approval as the school transitions from distance learning to classroom based learning after Covid closures. 90% of students in high school enrolled in and completed a CTE STEM course. 93% of those enrolled are making progress toward passing the classes. Drone tests will be offered next school year as addressed in the AOPA curriculum. 2 teachers are trained in 4 Project Lead The Way units. 4 teachers are trained in CSTEM.	"Teacher turnover has resulted in trained teachers leaving the school and untrained teachers coming into the school, causing training to be repeated multiple times rather than being able to move forward into next steps. This limits the student access to some STEM related courses. Additionally, locating qualified single subject credentialed teachers to teach high school has been difficult in the current state wide teacher shortage, limiting the number and type of courses we are able to offer students."	"4 additional teachers will be trained in CSTEM Coding and Math through UC Davis. 2 teachers minimum will be trained in Project Lead the Way modules in middle school. 100% of teachers will participate in monthly teacher collaboration and training to support SEL and accelerated learning strategies as documented in staff meeting/training attendance logs. (.5FTE) para-educator to support students and assist in performance of hands on activities in Math/STEM/CTE courses (.3 FTE) Multiple subject teacher supporting STEM courses for middle school. Teachers will design scope and sequence across grade levels reflecting a focus on identified essential state standards for each grade level and academic subject, complimenting aerospace/STEM standards/subjects/skill sets, and related field trips, guest speakers, and keystone activities for each grade level,"	Met		6/30/2022	2022
12101246008221	Agnes J. Johnson Charter	7	"The Charter School offers an intervention period in all grade levels. Our students get targeted, small-group interventions based on student need. All students participate in classes like gardening 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, 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 Renaissance STAR, 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 students to qualify.  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. The goal of using technology to supplement the core program ensures that personalized instruction is provided."	Met		6/16/2022	2022
01612590114363	AIMS College Prep Elementary	7	All students were enrolled in the following courses:  English Language Arts Mathematics Social Studies Science Physical Education World Languages Courses (Mandarin/Spanish)	"During the 2021-22 academic school year, all students were enrolled in the following courses in-person:  English Language Arts Mathematics Social Studies Science Physical Education World Languages Courses (Mandarin/Spanish)"	"All course materials were accessible to all students. We were intentional in our efforts to provide access to curriculum to all students, including providing 1:1 chromebooks for students which allowed them to access materials from home."	Our curriculum is available to all students in both hard copy and electronic versions. This allowed easy access to textbook lessons for school and home. All teachers received professional development on how to successfully implement the online curriculum.	Not Met		9/29/2022	2022
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 our AIMS U College Pathways program. Students take pathways courses, beginning in their sophomore year."	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, the AIMS U College Pathways program 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."	Not Met		9/29/2022	2022
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)"	"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)   This is ensured by enrollment as well as consistent progress monitoring. Students who required additional support in core subjects, through pull-out support, received services 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 2021-22 academic school year, there were several unprecedented challenges due to school closures during 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 have lost great deal og learning as well as social emotional growth since 2020."	"During the 2021-22 school year, returning from the Covid-19 pandemic forced us to make several changes throughout the year. At the beginning of the school year,we shifted our focus in recovering the learning loss and providing social emotional support, that required us to modify our master schedules, intervention support plans. We added 30 minutes of social emotional learning for all students into their daily master schedules. Our teachers has to add additional focus on Students’ social emotional well being. Our schools are also facing challenges in hiring highly qualified teachers and support staff as a result of nationwide teacher shortage."	Not Met		9/29/2022	2022
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, 2022, and 1-2 predicted for 2023) 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. 400 learners, with 18 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."	Met		6/15/2022	2022
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 toward full implementation of a MTSS (Multi-Tiered Systems of Support) framework. Our unique program types require not only the provision of academic instruction but also mental health support services, probation involved compliance as well as childcare for pregnant and parenting students. Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community-based organizations designed to support trauma exposed youth. To access curriculum in core subjects, the teacher provides targeted instruction using Common Core best practices and universal scaffolds. In addition, the English Learner (EL) 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."	"All sites administer the Measures of Academic Progress (MAP) local reading and math assessment to determine students’ proficiency levels for course placement and to identify needed scaffolds. Overall, both sites show students are performing below grade level in both reading and math. 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 and English Language Development; both are UC A-G approved courses. We are currently finalizing our Physical Science, Biology, US History, World History, Economics and Government. Each site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families."	"ACOE programs support students who have been habitually truant, suspended, or expelled from their home district in addition to academic instruction, support services, and childcare for pregnant and parenting students. Our programs also provide a supportive transition for justice-involved youth to re-enter a comprehensive school environment after detainment. One of the leading goals is to help students refocus on school and take the necessary steps to build on previous successes. Academic Mentoring provides high-quality academic tutoring, supports college and career readiness and engages students in social-emotional asset-building conversations. Our newcomer population is more significant this year and has been steadily growing at our sites. These newcomers require more support with foundational skills, basic oral communication skills and literacy especially when they may have limited educational experiences and opportunities in their country of origin. Targeted lessons on language, literacy, oral language and vocabulary development have been essential."	"To ensure the support of the unduplicated students in Community and 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, as well as pre-apprenticeships,  and job certification programs."	Not Met		7/12/2022	2022
01611190000000	Alameda Unified	7	AUSD has selected the following local measures to track the extent to which students have access to the AUSD broad course of study: 1. the percentage of Seniors who complete the University of California A-G Requirements; 2. the percentage of students in Grades 10-12 who enroll in at least 1 AP course; 3. the percentage of 12th grade students who complete a Career Technical Education (CTE) Pathway; 4. the percentage of students enrolled in CTE Pathway who complete the University of California A-G Requirements.	"Overall 48 % of AUSD students in grades 10-12 are enrolled in at least 1 AP course. The  percentage of Graduating Seniors in AUSD who complete UC A-G requirements is 67%. Our district offers CTE pathways at three high schools. AUSD currently offers eight CTE pathway programs that are open to all students. Enrollment data reflect the fact that students from Special Populations are accessing and are participating fully in these programs of study. The number of pathways is determined by the size of the high school with the largest high school, Alameda High, offering five CTE pathways, Encinal High offering two CTE pathways and Island High offering one pathway. Each of the pathways offers a two-course sequence. The majority of pathways offer a minimum of one A-G course."	"Encinal and Alameda High Schools do not offer the same AP and CTE courses. For example, Encinal does not offer Calculus BC and Alameda High does not offer the Radio Broadcasting. In addition the High schools do not offer the same world languages. Ninth grade students are slightly more restricted in their course of study because they are required to take Ethnic Studies and Navigating Life electives. Two CTE pathways also require ninth-graders to complete biology prior to enrolling in those pathways.The number of CTE pathways offered by each high school is determined by the size of the high school. Pathway courses are electives and each high school is limited in offering the number of electives supported by student enrollment."	"The LEA aims to broaden the access to the course of study for all high school students in AUSD by aligning the High School Bell Schedules. Given the close proximity of the two high schools, having common bell schedules will allow students to take courses at either high school and expand access to the course of study for all high school students.  Our efforts to expand the number of pathway offerings have served to increase the overall percentage of high school students participating in CTE pathways. CTE pathway recruitment strategies include a video marketing campaign that is included in the high school course selection process. Current CTE students produce the recruitment videos. The students use the videos to speak about their personal experiences and advocate for other students to enroll.  The district has created a CTE YouTube channel that will serve as a repository for all of the videos and that will enable students and their parents to view the videos on demand.   Another successful strategy that our district has started to implement is to structure an activity for all ninth-graders at each high school to take part in a CTE pathway recruitment activity. This ensures that all students have a basic exposure to that pathway and can make more informed course selection. For example, all ninth-graders participate in a hands-on Biotech lab led by Biotech pathway students. This serves to ensure the ninth-graders understand the type of lab science offered in that CTE pathway."	Met		6/28/2022	2022
01611270000000	Albany City Unified	7	"The measures used to track access to a broad course of study include staffing highlighted in the Local Control and Accountability Plan, course offerings, seats offered in classes identified as providing a broad course of study, and high school college preparatory versus non-college preparatory course offerings."	"The Local Control and Accountability Plan highlights the following staffing that ensures students in grades K-12 have access to a broad course of study: physical education teachers, visual and performing arts teachers, Advanced Placement teachers, and Career Technical Education teachers. The District also retains science specialists for grades 4 and 5 (in addition to fully staffing science teachers in grades 6-12). For grades 6-8, in addition to providing every student a seat in English, mathematics, science, social science, health, and physical education courses, a number of course seats are offered to students access to foreign language (437 seats) and applied arts (782 seats). For students in grades 9-12, every student is provided a seat in English, social science, foreign language, physical education, science, mathematics, applied art, and Career Technical Education courses as required to meet graduation requirements. 812 seats are offered in foreign language courses (foreign language is not a high school graduation requirement, but it is a UC/CSU a-g requirement), 717 seats are offered in visual and performing and applied arts, and 947 seats are offered in Advanced Placement courses and 722 seats are offered in Career Technical Education courses. A review of college preparatory versus non-college preparatory courses offered to students in the comprehensive high school setting indicates that 73% of the courses offered are identified as college preparatory."	"All students have access to a broad course of study. Students in grades 6-12 can enroll in up to seven courses, so students enrolled in English Language Development courses or courses to meet their Individualized Education Plan (IEP) goals are still able to access elective courses as desired."	"The District will continue to review its locally selected measures in order to ensure students continue to access a broad course of study. In particular, the District will monitor course access for English learners, historically underserved student groups, and students with disabilities and analyze outcome data for all students."	Met		6/14/2022	2022
37683380111898	Albert Einstein Academies	7	"All students have access to the IB curriculum that includes instruction in literacy, mathematics, science, social studies, physical education, the fine arts and foreign language."	All students have access to the above mentioned curriculum and are measured with benchmark assessments and formative assessments throughout the year. Students with special needs may have modifications and/or accommodations as identified in their individualized education plan.	There are no identified barriers preventing students access to a broad curriculum.	AEA continues to provide all students with access to the full IB curriculum and will continue to provide the updated technology needed to support it.	Met		6/21/2022	2022
12630320111203	Alder Grove Charter School 2	7	"All students in Alder Grove Charter School have access to a broad course of study as evidenced by the following: (1) review of master agreements and learning records, (2) review of lesson plans and class descriptions, (3) inventory of state standard-aligned curricular materials, and (4) the use of standards-based report cards at the primary elementary level and grade-based report cards for middle and high school."	"The design of the school’s program ensures that English Learners are given full access to a broad course of study within their independent study master agreement and access to classes and full course schedule, as well as being provided additional ELD instruction during tutoring time and meetings with their teacher. IEPs for students with exceptional needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, visual and performing arts, and in the middle and high school access to career and technical education opportunities."	Alder Grove Charter School has not identified any barriers to providing a broad course of study.	"Alder Grove Charter School will continue to monitor classroom and non-classroom instruction, student report cards, EL progress, and IEPs to maintain access to a broad course of study."	Met		6/28/2022	2022
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, student attendance records, English Language Learner identification, Individualized Education Plans, and Section 504 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, and two hands-on Science-based platforms of learning, Spanish, PE, ART, Music, and PE on our TK-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."	Not Met		9/12/2022	2022
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 2021-2022 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 groups 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 Hispanic Students with Other Health Impairments as a qualifying disability. 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. 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 pathway 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 5-7 years for English Learners to achieve English language fluency."	"In order to ensure that students have access to a board course of study, a variety of actions have been implemented to ensure access. 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 dedicated staff focused on redesigning  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 a general education classroom with Learning Center support.  English 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."	Met		6/28/2022	2022
27659610000000	Alisal Union	7	"As implemented through the student enrollment process, 100% of students  were enrolled and instructed in the program chosen by parents: English Only, Structured English Only, One Way, Dual Immersion, Newcomer. 100% of students had access to their designated instructional time. All schools provided intervention to students to address needs determined by staff by classroom teachers, through Student Study Team (SST) meetings, IEP meetings and/or 504 plan meetings."	"As implemented through the student enrollment process, 100% of students  were enrolled and instructed in the program chosen by parents: English Only, Structured English Only, One Way, Dual Immersion, Newcomer. 100% of students had access to their designated instructional time. All schools provided intervention to students to address needs determined by staff by classroom teachers, through Student Study Team (SST) meetings, IEP meetings and/or 504 plan meetings. Differences were only related based on instructional minutes specific to program option selected by parents."	"As implemented through the student enrollment process, 100% of students  were enrolled and instructed in the program chosen by parents: English Only, Structured English Only, One Way, Dual Immersion, Newcomer. 100% of students had access to their designated instructional time. All schools provided intervention to students to address needs determined by staff by classroom teachers, through Student Study Team (SST) meetings, IEP meetings and/or 504 plan meetings. No barriers were determined this year."	"As implemented through the student enrollment process, 100% of students  were enrolled and instructed in the program chosen by parents: English Only, Structured English Only, One Way, Dual Immersion, Newcomer. 100% of students had access to their designated instructional time. All schools provided intervention to students to address needs determined by staff by classroom teachers, through Student Study Team (SST) meetings, IEP meetings and/or 504 plan meetings. New actions with new funding were including in the LCAP for 2022-23."	Not Met		8/3/2022	2022
54717950000000	Allensworth Elementary	7	Students will special educational needs are provided service through our county behavioral health providers.  Our current SAS provides for course and grade tracking with progress updates made and communicated by teachers.	Small class sizes/ one school site allow for 100 percent of students have access to and be enrolled in complete courses of study upon day one of enrollment.  Progress in individual courses is kept regularly by teachers and communicated to parents regularly throughout each quarter.	Unreliable internet connectivity within the rural community of this LEA is the only barrier to immediate outreach.	Increased access to county special services allows for underrepresented students to improve their academics and attendance.  Parent meetings and events will also increase throughout the year in order to encourage more family engagement.	Met		6/14/2022	2022
40104050125807	Almond Acres Charter Academy	7	"Using the standards, as well as the adopted curriculum, a comprehensive scope and sequence for grades K-8 outlines all course content and curriculum expectations.  Additionally, a comprehensive matrix is maintained to outline the school-wide project based learning units for all grade levels.  These tools ensure that all core content for the broad course of study is provided to grades K-8, and shows teachers the vertical articulation from grade to grade.  To ensure that all unduplicated students and individuals with exceptional needs are served consistently, a master schedule was maintained that aligned designated English Language Development across grades K-5 and 6-8.  This same master schedule aligned push-in and pull-out time for students with Individualized Educational Plans so that student access and learning can be maximized.  Homeless and foster students are able to access a broad course of study at school as well.  The school has books, materials, and technology that can be checked out to the child to bring home as needed."	"Through the use of a K-5 and 6-8 master schedule, AACA was able to fully ensure that all students within a class and grade received instruction in a broad course of study. As previously noted, this schedule aligned designated ELD instruction across all grades and push-in and pull out services for students with Individualized Educational Plans.  Scope and Sequence and Project Based Learning Matrices fully ensured that all students within a class and grade received instruction in a broad course of study.   Additionally, AACA has Health Education instruction within the Physical Education Curriculum.  AACA implemented an Art Program aligned to the Service Project Based Learning units, as well as field trips related to the arts, and held an annual Performing Arts Program open to students in grades 5-8.  Finally, all students grades K-8 participated in a Social Emotional Learning Program through a daily schoolwide shared start assembly and grade level morning meeting."	"The identified barriers that prevented students from having access to a broad course of study to its full capacity were temporary sites,  inconsistency of staffing, and student attendance. The school’s new facility was delayed in opening, which caused the school to be at two temporary sites for nearly 4 months.  The classrooms had to be set-up and taken down each day, teachers only had the essentials, staff and students were split in different locations, some grade levels were in one combined space, and there was a shortened school day.   Due to COVID, many staff members were out with a positive test result and/or had to quarantine throughout the school year and because of the pandemic, the school did not have any external subs.  The amount of staff that were out on a weekly, sometimes daily, basis was very disruptive to learning.  The school had to use internal staff to cover classes, which caused shortages and/or inconsistencies in other areas.   In addition to COVID, the school had 4 middle school teachers leave unexpectedly during the school year.  This caused great disruption to the remaining middle school staff, as well as the students.  The school had to bring on new staff and reassign other staff members, which affected access and learning.  Student attendance was at an all time low, with an average of 87%.  This was due to quarantine rules and positive test results.  In addition, the school had multiple classes quarantined and turned to distance learning immediately."	"Many of the barriers last year have either disappeared or greatly diminished, which will allow students to ensure access to a broad course of study for all students.  The school has tried to maintain more consistency within grade levels regarding para educator support.  The master schedule has changed so that all designated ELD for K-8 is occurring at the same time during the day. Regarding curriculum and materials, the school has made some revisions.  In grades K-2, a new phonics program, Orton-Gillingham is being used to help students build a stronger foundation in ELA.  In grades 2-3, all students now have access to ST Math, an online platform, to help develop math skills, while in grades 4-5, students who are struggling will continue to have access to this program.  In grades 6-8, all students now have access to iXL, an online platform, as it directly aligns to the Big Ideas Math adoption that students are using.  The school has also started using Panorama, an online platform, for all attendance, social emotional, behavior, and academic data."	Not Met		9/21/2022	2022
54718030000000	Alpaugh Unified	7	"High School Course Schedule that reflects broad course of study accessible to all students.  Edgenuity Online Courses Catalog which provided a wide range of required A-G courses, but also a wide range of elective options. High School have access to and are enrolled in A-G courses that meet the requirements for UC/CSU's."	"High School Course Schedule that reflects broad course of study accessible to all students.  Edgenuity Online Courses Catalog which provided a wide range of required A-G courses, but also a wide range of elective options. High School have access to and are enrolled in A-G courses that meet the requirements for UC/CSU's."	"Barriers include a small staff serving a small enrollment of students. We face challenges in being able to offer a broad range of elective courses, including the arts and music, as well as CTE Pathway. Districts such as Alpaugh have in the past felt the discrepancies of inequity. We are cognizant of this and taking steps to bring that Equity here"	"We have hired an education consultant as a counselor and scheduling consultant to ensure that all students have access to A-g courses, and all students have access to the Edgenuity online platform. We also have made connections with community partners to build internship opportunities for students. All students enter HS with a plan for graduation, a plan to meet A-G requirements, and a plan for post High School options."	Met		6/24/2021	2022
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 Ed. Code 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 options"	"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."	Met		6/22/2022	2022
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."	Met		6/22/2022	2022
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."	Met		6/22/2022	2022
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."	Met		6/22/2022	2022
02100250000000	Alpine County Office of Education	7	All students have access to all required materials. No deficiencies have been reported and the budget is sufficient to keep materials current and available. NWEA/MAP is the primary tool used to measure student progress.	All students have access to all required materials. No deficiencies have been reported and the budget is sufficient to keep materials current and available. NWEA/MAP is the primary tool used to measure student progress.	All students have access to all required materials. No deficiencies have been reported and the budget is sufficient to keep materials current and available. NWEA/MAP is the primary tool used to measure student progress.	"The LEA has created a targeted intervention program, aligned classrooms configurations to allow for dedicated focus, and created a support system for students with extra counseling and academic support, including the Extended Learning Opportunity Program."	Not Met		9/9/2022	2022
02613330000000	Alpine County Unified	7	All students have access to all required materials. No deficiencies have been reported and the budget is sufficient to keep materials current and available. NWEA/MAP is the primary tool used to measure student progress.	All students have access to all required materials. No deficiencies have been reported and the budget is sufficient to keep materials current and available. NWEA/MAP is the primary tool used to measure student progress.	All students have access to all required materials. No deficiencies have been reported and the budget is sufficient to keep materials current and available. NWEA/MAP is the primary tool used to measure student progress.	"The LEA has created a targeted intervention program, aligned classrooms configurations to allow for dedicated focus, and created a support system for students with extra counseling and academic support, including the Extended Learning Opportunity Program."	Met		6/9/2022	2022
37679670000000	Alpine 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, deans, and social worker 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 6-8 are provided with the following classes: PE, interventions, science, electives, English language arts/English language development, social students and mathematics. Students in grades TK-5 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 curriculum and 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.	Met		6/27/2022	2022
36675950000000	Alta Loma Elementary	7	"Alta Loma School District is using the ASLD LCAP Survey from November, 2021 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 findings from the Alta Loma School District LCAP Survey from November, 2021, it is observed that 94% of students and parents feel that students have access to standards-based instruction.  Also, 88% of students and parents feel that students have access to a well-rounded curriculum.  Some courses that are part of our broad course of study in ALSD include VAPA courses, digital literacy, Spanish and STEM courses.  Zero periods are available for students requesting Spanish, who have other interests, such as band or leadership.  Both of our Junior High Schools have state-of-the-art STEM Labs."	"As an elementary school district, we do not have a lot of the course offerings that students would access in a high school setting.  We focus on preparing our students for many of those opportunities in high school, college, career and beyond as learners for a lifetime."	"We will continue to offer zero period p.e. courses at our junior high school in order to provide additional options for students to access a broad course of study during their junior high school years.  Students have the opportunity to take multiple elective courses, such as VAPA courses and foreign language courses, among other options."	Met		6/15/2022	2022
31667870126664	Alta Vista Community Charter	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 educational partners and the public through the Dashboard."				Met		6/8/2022	2022
54718110000000	Alta Vista Elementary	7	The LEA is focused on ensuring students have access and interact with all core subject matter during school. The LEA has also focused on offering opportunities before and after school for students interested in expanding their skills in core curriculum or in extra curricular activities. The LEA tracks participation by inputting data in our Student Information System. There has been an effort to create new labels and categories to ensure that all service providers know what activities and outcomes pertain to each student. Unduplicated student groups have utilized the LEA's offering and the data suggests there is a great benefit in the area of language and socialization. The same benefit is seen with our exceptional needs students.	"Being that the school is the only site, students have access to language development in English. Every student has access to ELA, Math, Science, and History. Students requiring advanced curriculum have access college path courses. The LEAs after-school offerings provide access to a variety of extra curricular activities further cementing the activities engaged in through the broad course of study experienced throughout the school day. Also, each teacher is highly skilled at providing visual and performing arts throughout the day."	"The most glaring barrier on this campus is that not all teachers offer the exact same level of instruction and feedback at every grade level. One teacher may be more focused on singing or art, while another teacher focuses more on theatre or music to engage students and promote learning. Through the local measures we see students beginning to move toward the subjects that are most appealing. Thus, many students develop strong bonds with the teachers whose instructional styles that most interest them. The other barrier is that many students have little experience with visual and performing arts. They tend not to want to participate until they get more acquainted with the activity. In the realm of core academics, the sciences and history are far me engaging than English and Math."	The LEA is working on providing more training to staff and to allocate more funding in the area of visual and performing arts. Not all students want music. Some are interested in Choir and Art or even Theatre. The latter subjects are primary done by a self-contained teacher. The LEA would like to expand into the other areas and provide whole school opportunities in these areas. Logistically it is a very difficult transition. There are many areas that will take lots of input and obviously compromises to fully achieve. One specific area is the feedback or grading of science and history. Another area is the pace and structure of visual and performing arts instruction.	Not Met		9/14/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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. There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of  2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/7/2022	2022
31667790000000	Alta-Dutch Flat Union Elementary	7	We have an ongoing assessment to gauge student achievement and allocate appropriate recourses to support our curriculum.	"We are a one-school, school district. All students have access to the high quality curriculum."	Staffing is the largest issue for us. We are rural and it is difficult to find personnel.	We plan on increasing technology and science offerings.	Not Met		10/19/2022	2022
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. The use of technology is used as a way to provide differentiation, additional support and extension."	"In Grades TK-8  all students participate in the above broad course of study. Instructional minutes address the time distribution to incorporate all courses.  EL students have access to the curriculum in an integrated model  and  designated ELD time. Health Education is delivered by an outside agency as well as integrated in the physical education time.  Music class, instrumental music and/or choir is provided weekly for most grade 4-5 students. Various Middle Schools have begun an inclusion model providing access. 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.  Regular communication between the regular education teacher and case manager provides support to students with disabilities as they receive instruction in the core classes.  Special Education students have access to all broad courses of study in their designated classes, mainstream class or in inclusion model. Differentiated instruction by the classroom teacher throughout the day allows course access. The use of project based learning provides an additional access point in all subject areas. Family Life is provided in conjunction with partners."	Higher need for differentiation strategies and skills The need for a comprehensive health program for all grades.  Technology problems and accessibility  No books or computer access  at home  Attendance  Class sizes	Building out additional elective courses where possible.   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  Provide additional training on differentiation and Universal Design Learning  Explore an advisory period for all as a time for college and career technical education.	Met		6/23/2022	2022
20651770000000	Alview-Dairyland Union Elementary	7	"Students who demonstrate an academic need are provided access to intervention and tutoring. The District tracks the success with quarterly meetings between teachers and administration to monitor student progress. All English learners have access to and are enrolled in English Language Development. Students in grades two and three at Alview have access to a Pre-GATE program and those 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. Students utilize the STEM lab by participating in project-based learning. All students have access to and are enrolled in the drug and alcohol prevention program, Too Good for Drugs. The District provides access to an after-school art program on both campuses. The art class is accessible to all students who show an interest in visual arts. At Dairyland, all students have access to the band/music program. Band is accessible to all students who wish to play an instrument and display their talents. All students have access to and are enrolled in our Caught Being Good program. This program exhibits elements of PBIS and promotes positive reinforcement. All of these enhancements are tracked by the District using different means of communication and progress-monitoring. Notably, every student group has access to all elements of the broad course of 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, and the Caught Being Good program.  At Alview, approximately 35% of students have access to and are enrolled in intervention.  At Dairyland, approximately 17% of students have access to and are enrolled in intervention.  At both Alview and Dairyland, approximately 40% of students have access to and are enrolled in tutoring.  In the District, 34% of students have access to and are enrolled in ELD.  At Alview, 6% of students have access to and are enrolled in Pre-GATE.  At Dairyland, 10% of students have access to and are enrolled in GATE.  At Alview, 15% of students have access to and are enrolled in the art program.  At Dairyland, 12% of students have access to and are enrolled in the art program.  At Dairyland, 38% 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."	Met		6/28/2022	2022
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. Lesson plans and class schedules submitted to the principal are also used to identify a broad course of study."	"Based on the identified tools of the LEA, the curricular master schedule, submitted lesson plans/schedules, as well as the School Accountability Report Card indicate that all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs, are provided with access to all core curricular academic areas (ELA, Mathematics, Social Studies and Science). Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive technology, physical education, art, music, character development, digital citizenship and sexual health education (seventh grade only). Field trips that support classroom instruction, such as the Sierra Outdoor School in Sonora, the California Academy of Sciences, and the Monterey Bay Aquarium are provided to support the instructional program for students."	"Due to the rural location and small size of the LEA, it is very difficult to find part-time teachers in physical education and music. The district has not been able to restart its decades-long music program after the retirement of its veteran music director."	"The LEA continues to advertise and reach out to local universities for possible candidates, as well as other organizations that are willing to provide specialized programs to support the students of the district."	Met		6/14/2022	2022
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. Lesson plans and class schedules submitted to the principal are also used to identify a broad course of study."	"Based on the identified tools of the LEA, the curricular master schedule, submitted lesson plans/schedules, as well as the School Accountability Report Card indicate that all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs, are provided with access to all core curricular academic areas (ELA, Mathematics, Social Studies and Science). Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive technology, physical education, art, music, character development, digital citizenship and sexual health education (seventh grade only). Field trips that support classroom instruction, such as the Sierra Outdoor School in Sonora, the California Academy of Sciences, and the Monterey Bay Aquarium are provided to support the instructional program for students."	"Due to the rural location and small size of the LEA, it is very difficult to find part-time teachers in physical education and music. The district has not been able to restart its decades-long music program after the retirement of its veteran music director."	"The LEA continues to advertise and reach out to local universities for possible candidates, as well as other organizations that are willing to provide specialized programs to support the students of the district."	Met		6/14/2022	2022
33669770000000	Alvord Unified	7	"Alvord Unified School District 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, progress towards UC and CSU requirements, A-G status, and graduation status. 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 Alvord Unified School District. English learners’ 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 recommendation is used to manage a proper course of study for each student."	"Alvord Unified School District 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 - 7th grade, Visual and Performing Arts Courses at all levels, Career Technical Education pathways, Advancement Placement course, International Baccalaureate, Dual Enrollment courses, and AVID."	"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 2021-2022 school year, the return from the pandemic presented a new barrier in the form of challenges in addressing students’ social and emotional (SEL) needs.While addressing students’ rising SEL needs,  counselors worked closely with all students to ensure they were enrolled in courses that best matched their academic needs and chosen method of instruction."	"Alvord Unified School District 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 participation is addressed through an emphasis on marketing the available opportunities for Dual Language Immersion (DLI), Career and Technical Education (CTE) pathways, college and career readiness, athletics, APA and school-based club options."	Met		6/16/2022	2022
03100330000000	Amador County Office of Education	7	"Amador County Office of Education utilizes master schedules and our student information system (Aeries) to monitor and track all students’ access to and enrollment in a broad course of study based on grade spans, and attending to unduplicated student groups, and individuals with exceptional needs. Instruction is monitored via routine classroom observations to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study. The standards aligned instructional resources in use, approved by the State Board of Education and the local Board of Trustees, are evidence that the course of study for Grades TK-6 encompasses each of the subject areas identified in Education Code 51210 including English Language Arts (ELA), Mathematics, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education. The standards-aligned instructional resources in use, and the course catalogs, master schedules, and student information system provide evidence that the course of study for Grades 7-12 encompasses each of the subject areas identified in Education Code 51220, including English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, Foreign Language, Applied Arts, Career Technical Education, and other studies as may be prescribed by the board of trustees."	"According to our monitoring tools and placement practices, we note that all students have access to a broad course of study.  Progress is also evident in increasing access to a broad course of study through the widening scope of Career Technical Education (CTE) offerings in the areas of culinary, graphic design, hospitality & tourism, dual enrollment, and agriculture, which also serves as an Applied Art. Progress is also evident in the area of expanded access to technology as a tool for learning for all students with the one-to-one provision of Chromebooks for every student in grades 6-12 and one Chromebook for every two students in grades TK-5. The third year of science and mathematics being added to our graduation requirements is just beginning to hit the junior classes, with mathematics hitting in 2022-2023 and science hitting in 2023-2024.  This demonstrates our commitment to extending access to an even more broad course of study for all high school students."	"While there has been an influx in federal relief funds recently, these are one-time, which makes it difficult to implement long-term, sustainable programs.  Being a small, rural community exacerbates the issue due to limited access to related social-emotional resources and due to the small size of most of our schools. Small school size inhibits flexibility with human and financial resources, master schedules, other schedules, etc. In grades TK-6, the local tools and monitoring practices reveal that the demands of literacy and mathematics instruction, as well as mandated physical education minutes, infringe on the full experience of a broad course of study for some students. In the primary grades, some students receive intensive reading interventions which limits opportunities to fully access other subject areas. In grades 7-12, the local tools and monitoring practices reveal that teacher credentialing requirements for CTE and the limits of an eight period block-schedule represent challenges to expand CTE and visual and performing arts opportunities beyond what currently exists.  The required designated ELD section for all English learners in grades 7-12 limits their access to elective courses.  Areas we are focusing on to ensure our SWD have access to a broad course of study include access to core curriculum, best first instruction, multi-tiered systems of support (MTSS), and high levels of student engagement.  We have a renewed emphasis on this work this year."	"PROFESSIONAL LEARNING: We will continue with our targeted professional development in an effort to increase student learning by the ongoing development and implementation of district and site systems focused on using data to inform decisions about instruction.  MATH: We will decrease the number of students enrolled in low-level math courses and increase the number of students enrolled in the college preparation Algebra 1 course with support and intervention built into the master schedule and the general education classrooms. We will provide ongoing training and coaching support for all math teachers. We will provide grades TK-6 mathematics intervention materials and related training and support. ONLINE COURSES: In 2021-22, opportunities for online learning are offered through Edgenuity to provide greater opportunities and credit recovery options. CURRICULUM: All students have access to standards-aligned instructional resources in ELA and Mathematics. We are providing professional learning around the new history social-science framework, with new Framework-aligned curriculum adoptions in most high school and junior high courses.  We have also begun Next Generation Science Standards (NGSS) aligned curriculum implementation in all grade levels, with new curriculum adoptions for The Living Earth and Chemistry in the Earth System at the high school level.  New curriculum adoptions are planned for junior high and elementary science in the next two years."	Met		6/22/2022	2022
03739810000000	Amador County Unified	7	"Amador County Unified School District utilizes master schedules and our student information system (Aeries) to monitor and track all students’ access to and enrollment in a broad course of study based on grade spans, and attending to unduplicated student groups, and individuals with exceptional needs. Instruction is monitored via routine classroom observations to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study. The standards aligned instructional resources in use, approved by the State Board of Education and the local Board of Trustees, are evidence that the course of study for Grades TK-6 encompasses each of the subject areas identified in Education Code 51210 including English Language Arts (ELA), Mathematics, Social Studies, Science, Visual and Performing Arts, Health, and Physical Education. The standards-aligned instructional resources in use, and the course catalogs, master schedules, and student information system provide evidence that the course of study for Grades 7-12 encompasses each of the subject areas identified in Education Code 51220, including English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, Foreign Language, Applied Arts, Career Technical Education, and other studies as may be prescribed by the board of trustees."	"According to our monitoring tools and placement practices, we note that all students have access to a broad course of study.  Progress is also evident in increasing access to a broad course of study through the widening scope of Career Technical Education (CTE) offerings in the areas of culinary, graphic design, hospitality & tourism, dual enrollment, and agriculture, which also serves as an Applied Art. Progress is also evident in the area of expanded access to technology as a tool for learning for all students with the one-to-one provision of Chromebooks for every student in grades 6-12 and one Chromebook for every two students in grades TK-5. The third year of science and mathematics being added to our graduation requirements is just beginning to hit the junior classes, with mathematics hitting in 2022-2023 and science hitting in 2023-2024.  This demonstrates our commitment to extending access to an even more broad course of study for all high school students."	"While there has been an influx in federal relief funds recently, these are one-time, which makes it difficult to implement long-term, sustainable programs.  Being a small, rural community exacerbates the issue due to limited access to related social-emotional resources and due to the small size of most of our schools. Small school size inhibits flexibility with human and financial resources, master schedules, other schedules, etc. In grades TK-6, the local tools and monitoring practices reveal that the demands of literacy and mathematics instruction, as well as mandated physical education minutes, infringe on the full experience of a broad course of study for some students. In the primary grades, some students receive intensive reading interventions which limits opportunities to fully access other subject areas. In grades 7-12, the local tools and monitoring practices reveal that teacher credentialing requirements for CTE and the limits of an eight period block-schedule represent challenges to expand CTE and visual and performing arts opportunities beyond what currently exists.  The required designated ELD section for all English learners in grades 7-12 limits their access to elective courses.  Areas we are focusing on to ensure our SWD have access to a broad course of study include access to core curriculum, best first instruction, multi-tiered systems of support (MTSS), and high levels of student engagement.  We have a renewed emphasis on this work this year."	"PROFESSIONAL LEARNING: We will continue with our targeted professional development in an effort to increase student learning by the ongoing development and implementation of district and site systems focused on using data to inform decisions about instruction.  MATH: We will decrease the number of students enrolled in low-level math courses and increase the number of students enrolled in the college preparation Algebra 1 course with support and intervention built into the master schedule and the general education classrooms. We will provide ongoing training and coaching support for all math teachers. We will provide grades TK-6 mathematics intervention materials and related training and support. ONLINE COURSES: In 2021-22, opportunities for online learning are offered through Edgenuity to provide greater opportunities and credit recovery options. CURRICULUM: All students have access to standards-aligned instructional resources in ELA and Mathematics. We are providing professional learning around the new history social-science framework, with new Framework-aligned curriculum adoptions in most high school and junior high courses.  We have also begun Next Generation Science Standards (NGSS) aligned curriculum implementation in all grade levels, with new curriculum adoptions for The Living Earth and Chemistry in the Earth System at the high school level.  New curriculum adoptions are planned for junior high and elementary science in the next two years."	Met		6/22/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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-onone instruction, small group instruction, and computer assisted learning programs.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/2/2022	2022
34103480140160	American River 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."	Because all students are enrolled in a broad course of study we plan to continue to implement existing processes.	Met		6/13/2022	2022
37683380136663	America's Finest Charter	7	"America’s Finest Charter uses AERIES Student Information System (SIS) to track all of the students' progress on their curriculum and assessment. We also conduct a review of the Master Schedule in order to examine 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 classrooms where instruction 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 both Integrated and Designated English Language Development (ELD) daily, and are further supported by a recently purchased curriculum that scaffolds learning according to the students' level of English proficiency. We consistently monitor the progress of all of our special populations using available state and local assessments."	"We are WASC accredited. All students at America’s Finest Charter School in Grades TK through 12 have access to a broad course of study. All curriculum is aligned to the Common Core State Standards (CCSS). 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. All of the high school courses have been approved by University of California to meet A-G requirements for content and rigor. High school students are also provided with college awareness courses."	"At America’s Finest Charter School, we are rich in diversity- linguistically, culturally and ethnically. 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 provide the needed interventions and support academically while balancing the need to offer school activities similar to those of a traditional district school. 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."	AFCS is determined that all students will have full access to the broad course of study. Additional special classes that are added will be made available at all times for the students. Proper staffing will be hired to assure that all students have access to the broad course of study.	Not Met		10/10/2022	2022
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 input from educational partners 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.  Our 21-22 data collection indicates that there are still some residual effects of the pandemic as we re-engage students with on-campus instruction that includes extracurricular enrichment opportunities."	"-Our attendance rate is at an all-time low of approximately 90.8% with 32% of students chronically absent.  This makes it difficult to systematically ensure that all students receive thorough access to grade level content.     -Our Student Engagement School Metrics Input Sheet shows that students on average participated in 2.25 authentic presentations to relevant public audiences such as Scholar Talks, Readers’ Showcase, 100 Mile Club, Play-Code-Compete, or the Music, Arts, & Creativity Festival. Due to safety restrictions at different points throughout the school year, some events had to be limited or canceled completely.       -Our Observation Protocol for Academic Literacies (OPAL) tier one instruction walk-through data indicates that there is a need to improve instruction that builds on students’ life experiences and interest to make the content relevant and meaningful to them while simultaneously establishing high expectations for learning that builds on students’ linguistic and academic strengths and needs.     -Student survey data in Panorama in addition to OPAL walk-through data both indicate the need to provide training in Universal Design for Learning in order to give students voice and choice in how they learn and interact with content in order to increase student engagement.     -A minimum of 50% of our students participate in portions of the Expanded Learning Opportunities Program (ELOP) which provides enrichment for students outside of the school day."	"As we continue to move beyond a pandemic-based education, the biggest challenges are related to student attendance, substitute teacher availability, and adequate staffing."	"In 2022-23, response to our findings includes    -Through differentiation, tier one instruction and formative assessment practices will be adjusted to accommodate students with prolonged absences to ensure that all students receive grade level content.       -A team of full-time experienced TOSAs will serve as roving substitutes to lessen the impact of the substitute shortage and provide students with more seamless instruction in the absence of their regular classroom teachers.     -Teacher training in all subject areas will emphasize high expectations that build on students’  linguistic strengths and needs as well as life experiences to make content engaging, relevant, and meaningful.     -Expand student access to authentic presentations to relevant public audiences such as Scholar Talks, Readers’ Showcase, 100 Mile Club, Play-Code-Compete, or the Music, Arts, & Creativity Festival     -Increase access to and quality of ELOP through hiring full-time leadership assistants to plan and oversee the program at each school."	Met		6/8/2022	2022
30664310000000	Anaheim Union High	7	"The AUHSD has several measures for measuring student access to a broad course of study:   AUHSD Graduation Requirements To graduate from AUHSD, all students must complete the State Core requirements, a Fine Art or a World Language, a career education course, and several elective credits of the student’s own choosing.   AUHSD has embraced the University of California (UC) A-G completion status as its “default” curriculum.  All students have access to exploratory CTE pathways across 12 of the 15 officially recognized industries, starting at the junior high that then continue into the feeder high school as CTE Industry Pathways.    AUHSD offers a wide array of World Languages to all students, including courses for heritage language speakers, Advanced Placement (AP), and International Baccalaureate (IB).    AUHSD has an extensive offering of Visual Arts & Performing Arts (VAPA) programs so that students have access to pursue the VAPA field of their choice  AUHSD offers the required Physical Education 7-10 grade level courses, but also offers electives that complement the PE courses, these are:  Athletics (14 separate sports, boy and girl teams), Lifetime Fitness, Song & Cheer, JROTC, etc.   AUHSD has a broad set of Dual Enrollment courses"	"A Predictive Analysis was conducted and 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 for trying to earn the A-G status; poor attendance, and a high mobility rate."	"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: Review placement and transcripts of students annually Targeted Saturday Academy, after school seminars, and summer bridge programs. Expand access and enrollment in A-G course work, world languages and CTE pathways. District-wide agreed upon EL best practices, such as Intentional lesson design allows EL students to speak approximately 30% or more of the period. Intentional lesson design that embeds SWD accommodations, modifications, and instructional strategies that support students’ needs."	Met		6/9/2022	2022
19647330132928	Anahuacalmecac International University Preparatory of North America	7	"AIUPNA uses a variety of measures and tools to measure the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.   AIUPNA provides general education classes to its entire population, including subgroup students. Subgroup students are supported in general education classes by a team of paraprofessionals throughout the academic school day.   AIUPNA’s academic counselor and their team present A-G workshops to students in grades 8th-12th grade various times throughout the academic school year. Students then receive individualized academic plans that guarantee that they will graduate A-G ready for post-secondary institutions. The counseling team also prepares TK-7th grade by exposing them to college preparedness.   The counseling team also administers yearly surveys to students to capture course interest. AIUPNA’s academic team continues to develop A-G approved courses throughout the UC Doorways portal where schools can submit their courses for UC approval.   AIUPNA’s general education class infrastructure, A-G strategic plan, and the development of A-G approved courses are tools used to ensure all students at our school have access to a broad course of study."	"AIUPNA’s general education classes allow for all students to have access to a broad course of study. Special education students have access to designated support staff that ensure their Individualized Education Plans are fully implemented. English Language Learners benefit from classes conducted in English as they are supported by bilingual educators. Additionally, English Language Learners are in classes with English Only speakers and are able to collaborate and expand their learning.   The counseling team’s approach to ensure all students have access to a broad course of study takes place over a variety of ways. The counseling team leads a series of A-G workshops that inform students in grades 8th-12th of college entrance requirements. To supplement A-G workshops, the counseling team has individualized meetings with students to map out their A-G courses. Students are asked what their career goals are and what colleges and/or universities they are interested in attending. This information then informs the counseling team to investigate what courses or pre-requisite the student would need to be accepted into their desired college and/or university.   Additionally, surveys are administered to students to collect information on course interests. AIUPNA’s academic team then develops courses, if needed, that meet both the academic and cultural interests of the students. All newly developed courses are A-G approved by UC Doorways."	"AIUPNA has not allowed any barriers to prevent our school from providing a broad course of study for all students..   AIUPNA’s infrastructure of general education classes allows for subgroup students to have the same access as general population students.The inclusion of subgroup students in general education classes ensures subgroup students always have access to a broad course of study. The additional support also ensures that subgroup students are successful in their general education classes.  Additionally, the informational A-G process that the counseling team engages in, allows for students to be aware of the broad course of study available to them. Students become aware early on in their educational career of what coursework is required to apply to a college and/or university. The broad course of study available to them make them strong candidates for post secondary academics.   Lastly, all students have access to a culturally relevant and sustaining broad course of study. AIUPNA’s Director of Education works with teaching staff to analyze the school’s current courses and facilitates the creation of new courses that meet the academic and cultural needs of students. The new courses that are created are approved by UC Doorways which make these courses A-G eligible."	"AIUPNA has successfully ensured that all students have access to a broad course of study. In addition to the tools used by AIUPNA to measure student access to a broad course of study, the school also engages educational partners in the development and expansion of courses at AIUPNA. These strategic partnerships help support student learning beyond the class setting and the academic school day. AIUPNA’s educational strategies and indigenous pedagogy continue to expose and inform all students of the options they have available in correlation to a broad course of study."	Not Met		10/14/2022	2022
23655400000000	Anderson Valley Unified	7	"The Anderson Valley Unified School District serves approximately 485 students in Grades K-12, including its two comprehensive school sites, Independent Study, and Continuation High School programs. The District tracks the extent to which all students have access to, and are enrolled in, a broad course of study through formal and informal means. Parents, students, and staff members are surveyed at least annually, with results tabulated and presented to the public at a regular meeting of the Governing Board of Trustees. School counselors assist students with the task of developing customized learning plans based upon the evaluation of individual needs, and District administrators continually monitor and guide the provision of instructional services to ensure a broad course of study for all students."	"Students enrolled in the Anderson Valley Unified School District enjoy the dual benefits of small class size and a broad range of learning options. In addition to core instruction at all grade levels, the District provides a range of elective courses, advanced placement courses, online instruction, early entry coursework through the local community college, before and after school enrichment, and peer tutoring. For students who require alternative settings and differentiated instruction, the District provides access to abroad course of study through Independent Study, Continuation High School, and Special Education. The needs of expelled youth are addressed through voluntary enrollment in Independent Study or placement at a community school operated by Mendocino County Office of Education."	"In its ongoing effort to ensure access to a broad course of study for all students, the Anderson Valley Unified School District faces two barriers not uncommon in similar small school districts. Anderson Valley is a rural, geographically isolated district concurrently experiencing declining enrollment and increasing expenses. The result has been, and continues to be, a lack of resources sufficient to support both superior core instruction and extensive learning options designed to meet the needs of all student populations. In addition to financial resources that might fall short of fully funding all instructional programs, the District has difficulty recruiting and retaining highly qualified faculty and experienced instructional support staff."	"In order to ensure access to a broad course of study for all students, the Anderson Valley Unified School District will continue its current successful efforts, while proceeding to address identified barriers. The District will continue to provide effective core instruction paired with elective courses, differentiation, enrichment, and placement in alternative programs and settings based upon individual students’ needs. Concurrently, the District will take steps to maximize resources by attracting new students, pursuing grant funding, and strictly managing expenditures. In addition, the Anderson Valley Unified School District will redouble efforts to recruit and retain highly qualified staff members."	Met		6/23/2022	2022
52714720000000	Antelope Elementary	7	"Local measures include the Williams reporting process, the LCAP process, reports at Monthly Board meetings, Site Council meetings, and by Site Administrators working in conjunction with our Director of Curriculum and Assessment."	"The AESD has uniform access to and enrollment in a broad course of study.  Students have universal access at all grade levels, school sites and within all student groups."	Our results indicate no current barriers barring another Pandemic or Extreme Fire season.	"The AESD continues to self reflect and seek input for areas of growth.  A current focus is on Site Safety throughout the district, as safe schools have the best chance to maintain a successful learning environment."	Not Met		9/15/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of  2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/1/2022	2022
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 the number of students completing the combined A-G and CTE requirements. We continue to need to grow in our Reclassification of English Learners as well as with our Special Education population, not in terms of access to these programs, but in terms of successfully completing them."	"The needs of Special Education students continue to be our biggest challenge. There are limits in regards to 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)."	"As a result of the need to go to full ‘Distance Learning’ last year (2020-2021), the Antelope Valley Union High School District has greatly increased/improved access to technology.  Between the use of Promethean boards in every classroom, full class sets of Chromebooks and the use of virtual platforms like Google classroom to deliver instruction and provide access to assignments when needed, students have more access than ever to a broad course of study.  In addition, there has been an expansion of learning opportunities, including but not limited to, extended tutoring hours within a virtual setting and/or providing traditional (in person) tutoring opportunities."	Met		6/13/2022	2022
07616486115703	Antioch Charter Academy	7	"Antioch Charter Academy staff members, students, and parents participate in a self-study to become WASC Accredited.  Staff members meet several times a year to review goals and progress made on those goals.  The self study includes analyzing the areas of assessment and curriculum.  The staff, students, and parents use the self-study process to decide if the curriculum is rigorous and available to all students, and that the assessments are an accurate depiction of each student's abilities."	"Antioch Charter Academy has consistently received positive reviews and reaccreditation from WASC each time a self-study has been completed.  ACA students have access to and are enrolled in a broad course of study.  Students in grades K-8 are taught a curriculum that is aligned to the California Common Core State Standards.  Students in grades K-8 are also enrolled in a weekly enrichment program that consists of art, music, and physical education.  Students in grades 4-8 also have access to a wide range of elective courses throughout the year that include but are not limited to: band, choir, sports, board games, sewing, cooking, etc. In Transitional Kindergarten through 3rd grade (Primary and Elementary), students are grouped based on ability in language arts and math. All students receive instruction that meets the Common Core Standards and challenges them. Students are instructed in small groups and one-on-one with more support when needed. Elementary uses various learning modalities to allow students with diverse backgrounds and abilities to work together and achieve success.   In Intermediate (4th through 6th grade), students are grouped by skill level in language arts and math. Students are instructed in a range of whole groups, small groups, and one-on-one instruction. This allows students who are performing at a higher or lower skill level in each subject to learn at the pace and instructional level that is most appropriate for them. In science and social studies studen"	"Antioch Charter Academy staff, students, and parents have used results from the self-study to identify areas of need for the students and staff at ACA.  The barriers that have been identified are: is the curriculum cohesive across grade levels, are all staff members fully trained on all California Common Core standards, and are we meeting the needs of ALL our students including ELL, SPED, and GATE.   The staff, students, and parents feel that ACA can always grow and improve how it meets the needs of the students."	"Antioch Charter Academy has set some goals: Develop a process to make sure our curriculum is equitable, cohesive, rigorous, current and aligned to CCSS and ELD standards” in order to make visible to all stakeholders that student access to a  rigorous curriculum is happening for all at all levels. Create a cohesive curriculum thread.  “Define effective Common Core aligned grade level assessments in Math and ELA, create standardized timelines and measures of student progress which will be shared, reported and interpreted” in order to establish a running record of progress for students as they progress through our school and inform stakeholders of that progress.  Create a schoolwide procedure for supporting the achievement and growth of our Special Needs learners (i.e. ELL, SPED, GATE). This last goal will be helped along by the completion of Goal #1 and #2 and will serve to support these student populations."	Met		6/16/2022	2022
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 2018 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. We have evaluated our curriculum and found it relevant, challenging and available to all students. Students participate in lessons developed using the Common Core standards as well as our school Graduate Goals. Based on teacher observations, lessons are adapted based on the needs of the individual student. Multi-age groupings and small class sizes enable us to individualize the curriculum."	"Most levels group students by ability in language arts and math. All students receive instruction that meets the Common Core Standards and challenges them. Students are instructed in whole group, small groups and one-on-one with more support when needed. In science, social studies, and enrichment classes, students are placed in mixed-age groups. This allows older students to lead younger students in their learning.  Younger students are then able to take on the leadership role as they move up in grade. Students in Intermediate and Middle work on research projects and presentations every trimester. Middle School Students also participate in trimester long Social Political Action projects (SPAs) tied to issues students care about and are tied to the academic standards. As students engage in these complex assignments, they are working towards the school's 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 chooses to take it."	"Although not every student will take it, the school will ensure at least one trimester of a foreign language is offered each year as an elective choice."	Met		6/16/2022	2022
07616480000000	Antioch Unified	7	"AUSD tracks student access to a broad course of study using: Master Schedule audits analyzing course offerings 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. 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 the spring of 2021, only 11th grade students in AUSD participated in CAASPP and 55% met or exceeded the  standard on ELA, and 28% met or exceeded the standard on math. Students in grades 3-8 participated in iReady  diagnostic assessments and in the spring of 2022, diagnostic 3 (spring assessment) indicated that 37% of students  were on or above grade level in reading and 26% were on or above grade level in math. No dashboard data was  produced in 2021 due to school closures and the pandemic. 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 offering 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 extend 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."	Met		6/22/2022	2022
36750770000000	Apple Valley Unified	7	"AVUSD uses a transcript evaluation process to rigorously identify student progress in and access to a broad course of study.  This process reveals an analysis of prior preparation in elementary school programs, middle-grade pre-requisites, and high school progress toward college and career indicators."	"Analysis revealed that the last two years have caused students to present with unfinished learning resulting in a lack of credit attainment for high school students.  This was notable for unduplicated high school students across the system. In particular, the students in the class of 2024 and 2025 are behind in credits more than most cohorts and in greater need of credit recovery.  This has also led to a discussion of remediation and an evaluation of grading practices."	"The analysis of the data by all education partners shows that a lack of educational continuity and stamina has led to this result.  Students are rebuilding the focus and study skills required for college and career readiness.  This is augmented with an extensive before and after school program for all grades that is intended to supplement the time for unfinished learning, credit recovery, and rebuilding school habits."	"The new actions will include increased interventions throughout the system at all sites and grade levels targeted to the unique needs of each group, age, and student population.  Interventions include additional mental health supports, tutoring, enrichment activities, and literacy."	Met		6/9/2022	2022
19647330121079	Ararat Charter	7	"All students have access to a broad course of study with Spanish language instruction, Armenian language instruction, music, physical/health education, computer literacy, and art."	"All students are enrolled in a broad course of study with Spanish language instruction, Armenian language instruction, music, physical/health education, computer literacy, and art. 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.  All specialty subjects are part of LEA's promise to the community and part of the daily schedule.	Maintain the status quo with respect to quality and broad programming.	Met		6/16/2022	2022
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 (VAPA) and Career and Technical Education (CTE). A broad course of study with classes that meet A-G eligibility and fulfill graduation requirements is 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 have enrolled in one or more Honors/AP classes during their high school years. In 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. Our independent study program has expanded dramatically during the 2021-2022 school 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 (TIS) 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 available time for targeted intervention and services. School teams sometimes struggle to identify an intervention period for special education, English learners, 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."	Met		6/28/2022	2022
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 into 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 have the opportunity to rotate through three other 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 currently identifies 8 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 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.	Met		6/21/2022	2022
56725460120634	"Architecture, Construction & Engineering Charter High (ACE)"	7	"ACE Charter is small enough to where our programs offered are for the entire student body. ACE is the only IB school with stand alone programs in Construction, Engineering, Architecture, and Computer Science, and therefore we have created a pathway from 9th grade to 12th grade, that includes all students to take part in."	"In addition to IB being offered to all students, all ACE juniors and seniors are asked to enroll into Oxnard College, to take social science courses and ELA courses, in addition to any elective courses that they are interested in. Students have alternative options should they not want to attend the college courses, however ACE pays for the tuition cost, and provides transportation both to and from the campus for all students that participate."	"The largest prohibiting factor here, is our busses were consumed by a larger education agency, and do not provide transportation to ACE anymore. We are forced to go out and find another contract, which is nearly impossible in this climate of complex employment fallouts post the pandemic."	"ACE is making every attempt to solve our transportation issues, that prohibit students access to school, to internship programs, and to our college courses. Our metrics for evaluating success once a transportation contract is settled, will include the SBAC scores, graduation rates as compared to previous years, IB results, and year to year progress with credit accumulation."	Met		6/13/2022	2022
34672800000000	Arcohe Union Elementary	7	"To ensure students have access to a board course of study, the district uses multiple measure to determine the effectiveness of current programs and the need for additional resources, if identified. The district currently uses STAR Renaissance and the state CAASPP tests as the main sources of information. Additionally, staff uses classroom assessments and observations to make adjustments. Staff meet in Professional Learning Communities to talk about current data and associated teaching practices."	"Being a small, single-school district, it is easy to confirm all students have access to a broad course of study.  The data listed above are applied to all students and administration works closely with staff and families to be responsive to the needs of the students."	No barriers identified.	The district continues to work with outside agencies including the Sacramento Office of Education to identify additional ways to support staff and students. The county office provides direct professional development and aides the district in adopting textbooks in line with state standards.	Not Met		10/17/2022	2022
29663730136424	Arete Charter Academy	7	Arete utilizes an internal spreadsheet to track all student's course enrollment for all grade spans and all age groups.	Arete is a small homeschool/blend program with 250 total students and is part of the Pleasant Ridge School District. All student groups have the same access to and are enrolled in curriculum targeted for their specific grade-level standards and requirements.	Arete has no barriers preventing the school from providing all students access to to a broad course of study.	"As Arete provides all enrolled students full access to a broad course of study, our only plans are to increase the rigor of the curriculum that is offered to the students."	Met		6/14/2022	2022
01612590115238	ARISE High	7	"We measure access to a broad course of study through students’ graduation tracks. All students are automatically assigned the ARISE track in 9th grade, which includes both A-G courses as well as courses within our CTE pathway. Students with IEPs or 504 plans may be moved to alternate tracks such as basic A-G or CA minimum, as determined through meetings with their families, special education providers and teachers."	"An audit of students’ graduation tracks show that three students will graduate in 2022 under A-G requirements, and none have been assigned the CA minimum track. The remaining 80 students in the graduating class of 2022 will complete all ARISE requirements."	"In prior years, the 6 class schedule did not allow students on the ARISE graduation track to retake many courses. Students who struggled to earn credit the first time around lost access to the full course of study and became ineligible for electives. We made the big decision to adopt a 4x4 schedule, opening up space for students to take an additional 1-2 classes within the school year. Students now have more opportunities to retake classes and they have access to a wider selection of electives."	"As we continue to build out our CTE pathway, we will continue to have to negotiate the tensions between students completing both CTE and A-G requirements. This has been addressed by ensuring that all new CTE course offerings are also granted A-G approval."	Met		6/14/2022	2022
16638750000000	Armona Union Elementary	7	"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 and designated ELD. Additionally, 100% of students (including unduplicated students and those with disabilities) have access to ELA, Math, Science, Social Studies, ELD, PE/Health, Visual & Performing Arts courses.  Students in grades 5-8 have team teaching classrooms, where a teacher teaches a combination of subjects such as Math/Science and ELA/History. Additionally, 100% of students have access to ELA, Math, Science, Social Studies, ELD, PE, Visual & Performing, Arts, Applied Arts, CTE & Foreign Language.  Students also have a specific 49-minute intervention/enrichment course tailored to their needs, and access to additional time for Designated ELD and/or electives, where students choose where they would like to learn. AUESD provides integrated ELD instruction in all core classes, based on the ELA/ELD Framework. 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."	"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 ELD. 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 support."	"Armona Union Elementary School District is a K-8 small, rural school district with two sites. Enrollment can fluctuate between grades and therefore causes potential staffing deficiencies. When we organize our classes based on enrollment, there can be teacher movement or a decrease in staffing, and this is not the best situation for students or teachers. Due to the Pandemic, we have also been faced with an increasing amount of social-emotional needs and are working to put the appropriate staffing as well as process and procedures in place."	"Armona Union Elementary School District is utilizing the results of the locally selected measures to increase social-emotional and academic support.  We are also looking to expand the facilities to safely accommodate all students for in-person learning. Currently, we have to schedule classes around limited classroom space which makes it challenging to provide appropriate accommodations for students enrolled in the school. In addition, we will be improving our Summer School program to target student learning loss as a result of the Pandemic. We will continue to work with all AUESD staff, students, and parents to increase the diverse educational opportunities we offer here."	Not Met		9/8/2022	2022
35752590000000	Aromas - San Juan Unified	7	"Currently, the Master Schedule is examined and updated once a year to guarantee that each site is providing students with a diverse course of study. All sites provide credit recovery to students. Reports are generated on a regular basis to show which students are enrolled in the credit recovery program, the courses they are taking, and their respective levels of success. In addition we use custom reports from Data Quest to verify student enrollments in a broad course study"	"According to master schedules, ASJUSD offers both core courses and credit recovery courses. A small selection of elective courses are also provided in the fields of visual and performing arts, career technical education, and physical education. Courses are accessible to all students, regardless of their unduplicated status, special education needs, foster youth status, or level of language competence. According to the demands of the students and state standards, some courses are offered according to grade span or location."	The barriers identified are for students with specific disabilities. Some challenges are differentiating instructions to meet the individual needs of a broad spectrum of learners. Only a few electives can be provided at each location due to the small size of the institutions.	Aromas San Juan Unified School District provided each student a new chomebook. Our secondary students are able to take home the devices at the elementary level the device is kept in the classroom. Hotspots were also made available to students that had connectivity issues at home. The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course study.	Met		6/28/2022	2022
19647330123158	Arts In Action Community Charter	7	"The school uses the Student Information System PowerSchool in conjunction with Welligent and additional school specific tools to create and review schedules and course access for all students based on grade spans, supports for English Language Learners and Students with Disabilities and unduplicated student groups. In addition, school wide testing data is used to ensure that students have access to additional interventions and integrated small group instruction during the school day."	"All students have access to and are enrolled in a broad course of study. There are no differences across student groups, all students have access to a broad course of study."	There are no barriers preventing the LEA from providing access to a broad course of study for all students.	The LEA is building the ability to analyze school wide testing data in a variety of different ways that allow for continuous adaptation that is reflective of students' changing needs throughout the school year. The LEA plans to continue the highly successful systems and tools that have been used in the past.	Met		6/2/2022	2022
19647330134205	Arts in Action Community Middle	7	"The school uses the Student Information System PowerSchool in conjunction with Welligent and additional school specific tools to create and review schedules and course access for all students based on grade spans, supports for English Language Learners and Students with Disabilities and unduplicated student groups. In addition, schoolwide testing data is used to ensure that students have access to additional interventions and integrated small group instruction during the school day."	"All students have access to and are enrolled in a broad course of study. There are no differences across student groups, all students have access to a broad course of study."	There are no barriers preventing the LEA from providing access to a broad course of study for all students.	The LEA is building the ability to analyze school wide testing data in a variety of different ways that allow for continuous adaptation that is reflective of students' changing needs throughout the school year. The LEA plans to continue the highly successful systems and tools that have been used in the past.	Met		6/2/2022	2022
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 is committed to 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 Mathematics and 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 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 all students and student groups have access to a broad course of study.  AVID continues to be available to all students as a district-wide initiative.  Middle school electives continue to be expanded to allow students an increasing variety of choice.   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 core subject areas with Integrated ELD and time for Designated English Language Development.    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.  Summer School and Expanded Learning Opportunity activities are available to all students.  Student and educational partner input over time has revealed areas where conflicts of time, program enrollment capacity, and scheduling affect student access.   District staff are mindful of these barriers and work proactively plan to prevent them in the future. The district implementation of a survey for foster families indicates a need for increased communication about availability of programs to ensure participation. 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 impacts 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.   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."	Not Met		9/13/2022	2022
36678760107730	ASA Charter	7	"ASA follows the California State Standards for all grades and student groups. For middle school, we follow the state requirements for course offerings and for high school, we have an extensive selection of course offerings that meet the A-G requirements and state graduation requirements. ASA uses the Aeries Student Information System to track student courses and grading for middle school and high school students, as well as the grading for elementary. We have an on-site Counselor who works with high school students and tracks their course progress through the use of a 4-year graduation planning tool."	"ASA Charter School is a small school of just over 300 students, which includes elementary, middle, and high school, 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. All students, including ELL and SPED, are exposed to many different courses of study, including, but not limited to: ELA, Math, Science, History, Physical Education, Art, Life Skills, and Career Technical classes. We have a Special Education teacher and tutor who make sure all IEP goals and modifications are being met, as well as providing strategies which allow our SPED students full access to the least restrictive environment. This allows our SPED students access to the full course of study offered to all students. Our high school students also have access to AP courses."	ASA Charter School has no barriers preventing us from offering a broad course of study for all students.	"ASA Charter School already ensures access to a broad course of study for all students and will continue to make sure it remains this way. As far as new actions, we will continue to survey parent and student groups to better understand their needs and interests in order to be able to offer new or relevant options. We feel strongly that our parent and community groups will continue to hold us accountable for meeting the needs of all students and families. We are also in the process of expanding our Career Technical options for our students."	Not Met		9/8/2022	2022
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."	Not Met		10/20/2022	2022
10621660133942	Aspen Meadow Public	7	"Aspen Meadow Public School was established in 2016 serving the community in grades TK-2.  Since then, the school has expanded and currently serves 270 students in grades TK-6 with student demographics that reflect the community - 76% Hispanic, 7% White, 9% African American, 4% Asian, 3% 2+ Races, of which 13% Students with Disabilities (SWD), 22% English Learners, 1% Foster Youth, 7% Homeless, and 79% Socioeconomically Disadvantaged.  Aspen Meadow Public 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 Aspen Meadow Public School’s educational program.  Aspen Meadow Public 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 (trimester), report cards, and parent/conference reports."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Aspen Meadow Public School, all students in grades TK-6 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades TK-6 have access and are enrolled in Art and Music course. There are no differences in accessibility to courses, across student groups at Aspen Meadow Public School."	"Currently, 100% of the students have access to a broad course of study and Aspen Meadow Public School will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Aspen Meadow Public School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
10621660140806	Aspen Ridge Public	7	"Aspen Ridge Public School currently serves 136 students in grades 7-9 and will expand annually by one grade level to serve grades 7-12 by 2024-25 school year. Our student demographics reflect the community we serve with approximately 74% Hispanic, 11% African American, 10% White, 2% 2+ Races, 1% Asian, 1% Filipino, 18% Students with Disabilities (SWD), 18% English Learners, 1% Foster Youth, 9% Homeless Youth, and 79% Socioeconomically Disadvantaged. Aspen Ridge Public 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."	"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 Aspen Ridge Public School, all students in grades 7-10 will have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades 7-12 have access and are enrolled in Art, A-G approved courses, and Dual enrollment at Fresno Community College starting in the 9th grade: Counseling, Theater Arts, and Spanish courses. There are no differences in accessibility to courses, across student groups at Aspen Ridge Public School."	"Currently, 100% of the students have access to a broad course of study and Aspen Ridge Public School will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Aspen Ridge Public School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
10621660106740	Aspen Valley Prep Academy	7	"Aspen Valley Preparatory Academy was established in 2004 serving the community.  Since then, the school has expanded and currently serves 336 students in grades TK-6 with student demographics that reflect the community - 69% Hispanic, 12% African American, 11% White, 4% 2+ Races, and 2% Asian, of which 10% Students with Disabilities (SWD), 14% English Learners, 3% Foster Youth, 7% Homeless, and 75% Socioeconomically Disadvantaged.  Aspen Valley Preparatory 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 Aspen Valley Preparatory Academy’s educational program.  Aspen Valley Preparatory Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (trimester), report cards, 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 Aspen Valley Preparatory Academy, all students in grades TK-6 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades TK-6 have access and are enrolled in Art (TK-6), Music (TK-3), Choir (4-6), and Instruments (4-6) course. There are no differences in accessibility to courses, across student groups at Aspen Valley Preparatory Academy."	"Currently, 100% of the students have access to a broad course of study and Aspen Valley Preparatory Academy will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Aspen Valley Preparatory Academy in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
19753090127100	Assurance Learning Academy	7	"Using the school Student Information System (SIS) to collect course completion data, we tracked the  participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs  students and students by grade level for 2021-2022 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 Drivers’ 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 drivers’ 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-onone instruction, small group instruction, and computer assisted learning programs.   There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of  2021-2022. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/1/2022	2022
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 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)-(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 79 UC/CSU A-G approved courses covering all subject areas, with only 9 core subject classes and 22 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 in eight CTE career clusters. 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 17 different classes."	"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."	"Because our subgroup enrollments are so similar across all areas of course offerings, the additional counselors funded through the AUSD LCAP will continue to identify and support students to encourage enrollment within our course offerings supporting each student’s college and career plan."	Not Met		9/20/2022	2022
24656310000000	Atwater Elementary	7	"Atwater Elementary School District utilizes the AERIES data management system to track student enrollment in their courses of study. At the elementary levels, teachers communicate schedules of courses to administration to ensure that students are receiving the appropriate amount of minutes in each core subject. Minute requirements are tracked at the district level for state and local compliance. At the junior high level enrollment is tracked through AERIES and the school's master schedule."	"At the elementary level all students receive instruction in English/Language Arts, Mathematics, Social Science, and Science. All elementary sites also receive STEAM monies to bring academic experiences to students in these courses of study. Elementary PE teachers have been hired to provide the required amount of physical education minutes for students in grades 1-6. For elementary health education, the English/Language Arts curriculum contains components of health in various units of study, and every year the fourth, fifth, and sixth grade students receive lessons from District nurses regarding growth and development. At the elementary and junior high levels, visual and performing arts is addressed through our VAPA program partnership with Merced Playhouse, which brings a beginning to end theater experience to students who have interest in this area. Additionally, students in grades five and six have access to join their school band and receive instruction in music education. At the District's three junior high schools, all students are enrolled in English/Language Arts, Social Sciences, PE, Science, and Mathematics, and receive mandated health education. All junior high schools have access to the applied arts and the visual and performing arts through additional STEAM funds, band, and our VAPA program. Offerings of courses such as foreign language and career technical education are driven by student interest and available outside of the core as teacher credentialing allows."	"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."	Met		6/23/2022	2022
31667870000000	Auburn Union Elementary	7	"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.  Some highlighted actions to accomplish this include: adopting a standards-based curriculum, providing training to implement the curriculum with integrity, regularly monitoring student performance data using common assessments, and 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 and through the use of pre-recorded training provided weekly during school closures, systematic reading instruction training, effective instructional strategies,  Next Generation Science Standards (NGSS), Illuminate Education data management, a wide variety of technology training, California Reading and Literature Project (CRLP) and Instructional technology to support student learning.  AUSD has implemented a Visual and Performing Arts program, giving all students, especially our unduplicated students, access to arts."	"Some highlighted actions to accomplish this include: adopting a standards-based curriculum, providing training to implement the curriculum with integrity, regularly monitoring student performance data using common assessments, and 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 and through the use of pre-recorded training provided weekly during school closures, systematic reading instruction training, effective instructional strategies,  Next Generation Science Standards (NGSS), Illuminate Education data management, a wide variety of technology training, California Reading and Literature Project (CRLP) and Instructional technology to support student learning.  AUSD has implemented a Visual and Performing Arts program, giving all students, especially our unduplicated students, access to arts."	"While AUSD strives to ensure full implementation through our 5-year roadmap, some programs are still in the process of being implemented. Barriers to providing access to a broad course of study for all students includes staffing and training for all staff."	"Auburn Union Elementary School District will utilize local assessments to inform our work in professional learning communities, leadership teams, grade-level discussions, individual reflection, parent conversations, student conversations, and in Multi-Systems of Support (MTSS) team meetings.  Additionally, all classrooms teaching English will utilize Guided Reading, a small-group instructional context in which a teacher supports each reader's development of systems of strategic actions for processing new texts at increasingly challenging levels of difficulty. To support students' achievement, we will implement Numbers Math Talks to ensure students are talking about math to make meaning, Sight Word Busters, and Sight Word Buster buddies, before and after school intervention, and the Meet The Makers art program."	Met		6/8/2022	2022
37683383731395	Audeo Charter	7	"In 2021-2022 Audeo Charter School served 387 students in grades k-12.  The student demographics include:   Percentage of Students with Disabilities: 23.8% Percentage of English Learners: 7.5% Percentage of Socioeconomically Disadvantaged: 57.1% Percentage of Homeless and Foster Youth (FY): 6.5%  Audeo Charter 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 over 70% of students in that qualify as “high risk”, including credit deficient students and high transient students.      Audeo uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing Audeo Charter from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the success the school has demonstrated in providing all students with access to a broad and rigorous course of study, no changes are currently planned.  However, this data continues to be reviewed as part of our cycles of continuous improvement."	Met		6/29/2022	2022
37103710134577	Audeo Charter II	7	"In 2021-2022 the Audeo II served 200 students in grades 6-12.  The student demographics include:   Percentage of Students with Disabilities: 24.0% Percentage of English Learners: 3.5% Percentage of Socioeconomically Disadvantaged: 51.5% Percentage of Homeless and Foster Youth (FY): 6.5%  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 over 70% of students in grades 6-12 that qualify as “high risk”, including credit deficient students and high transient students.      Audeo II uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing Audeo II from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the current success the school has demonstrated in providing all students with access to a broad and rigorous course of study, no changes are currently planned.  However, this data continues to be reviewed as part of our cycles of continuous improvement."	Met		6/24/2022	2022
37681060137034	Audeo Charter School III	7	"In 2021-2022 the Audeo Charter III served 117 students in grades 6-12.  The student demographics include:   Percentage of Students with Disabilities: 30.8% Percentage of English Learners: 23.9% Percentage of Socioeconomically Disadvantaged: 66.7% Percentage of Homeless and Foster Youth (FY): 3.4%  Audeo Charter III 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 over 70% of students in grades 6-12 that qualify as “high risk”, including credit deficient students and high transient students.      Audeo Charter III uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing Audeo Charter III from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the current success the school has demonstrated in providing all students with access to a broad and rigorous course of study, no changes are currently planned.  However, this data continues to be reviewed as part of our cycles of continuous improvement."	Met		6/24/2022	2022
33103300140780	Audeo Valley Charter	7	"In 2021-2022 the Audeo Valley Charter served 271 students in grades 6-12.  The student demographics include:   Percentage of Students with Disabilities: 17% Percentage of English Learners: 10% Percentage of Socioeconomically Disadvantaged: 75% Percentage of Homeless and Foster Youth (FY): 1.5%  Audeo Valley Charter has been approved by the CDE 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 over 70% of students in grades 6-12 that qualify as “high risk”, including credit deficient students and high transient students."	"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 Audeo Valley, 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 through 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing Audeo Valley from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the success our school has demonstrated 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 reviewed as part of our cycle of continuous improvement."	Met		6/24/2022	2022
19642790000000	Azusa Unified	7	"AUSD 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."	"For the 2021-2022 year, 100% of AUSD students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). All AUSD students in grades TK – 6 are enrolled in a broad course of study. All elementary schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All AUSD secondary students have access to a broad course of study within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the District that offer courses within their area of interest. For example, at one high school, students can participate in a Medical Pathway Program. At another high school, students can participate in an International Baccalaureate program. Over time, AUSD has increased the number of options students have in selecting specific courses that meet the broad course of study parameters. For example, a Mariachi program has been funded through the LCAP and enrolls interested students in grades 4 through 12; for high school students, this program meets a-g requirements for visual and performing arts. Programs such as this also allow secondary students who are English learners to access courses during a 0 or 7th 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."	Regular analysis of enrollment in broad course of study courses helps to inform the District as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/21/2022	2022
43694270131995	B. Roberto Cruz Leadership Academy	7	"Student’s coursework and enrollment in courses are accurately tracked and monitored in our student information system, PowerSchool. Academic Counselors, alongside and led by our Director of Curriculum and Instruction, ensure all students are enrolled in 6 core courses, including Electives, annually. All students have the opportunity to take Advanced Placement Courses, Dual Enrollment Courses (Grade 11 and 12) and Electives via a Course Selection tool within our student information system and/or by requesting said courses directly with their academic counselor. All Academic Counselors review the courses selected by students to ensure students are enrolled in correct courses that not only meet A-G requirements, but student needs, including those students with exceptional needs and English Language Learners. In addition, Academic Counselors develop 4-year plans with students and monitor student progress to ensure students are enrolled in the correct courses for both Graduation and A-G Eligibility. Academic Counselors at the end of the semester review student trackers and make sure that students who need modified schedules receive a modified schedule that suits their needs."	"Currently, all students have access to and are enrolled in a broad course of study, including honors courses, Advanced Placement courses, Dual Enrollment courses (11th & 12th grade), and a variety of electives, appropriate to their grade level and A-G and graduation requirements. In addition, English Language Learners have access to designated English Language Development courses to support their language development. Students with special needs and English Language Learners are enrolled in all mainstream courses and receive push-in support."	"A student’s English language proficiency may provide a barrier to accessing certain courses offered to them due to them having to take additional language development courses and/or needing higher levels of English in order to meet course language requirements. Yet, all students have access to a broad course of study."	"In response to the results of the tools used to measure access to a broad course of study, our LEA continues to find opportunities to expand our course offerings. We have added new elective courses, Ethnic Studies, Advanced Placement Courses, and increased Dual Enrollment Course selection. We have also implemented Newcomer sessions to support Short-Term English Language Learners and  hired general education paraprofessionals to support English Language Learners in their courses throughout the school day. Additionally, the LEA adopted a new English Language Development curriculum in 2021/2022."	Met		6/15/2022	2022
36738580000000	Baker Valley Unified	7	"- As a school district that has 1 school per level (elementary, middle and high school) yearly we ensure our master schedule    contains courses as outlined by the CDE as constituting a Broad Course of Study. - At the Elementary, all courses are taught in a self-contained classroom.     * Classroom observations and visits are conducted to ensure all course of study are taught.     * Classroom schedules are developed and shared during PLC meetings to gather input and feedback on best classroom practices. - At the Middle and High School, the courses are identified on the Master Schedule.       * Student schedules are built so that they all have access to the outlined broad course of study.     * High School students are allowed to take local community college courses, if they meet the requirements to attend college, that help        meet the broad course of study requirement."	#NAME?	#NAME?	#NAME?	Met		6/23/2022	2022
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 for the pupils they are teaching. The analysis by 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 currently enrolled in elective courses. The district has determined that 75.8% of the total student population is enrolled in elective courses. 74.3% of students in elective courses are identified as Disadvantaged, 10.5% as English Language Learners, and 78.7% 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 Learners, we must revise our master schedules at the junior high level. Additionally, identifying teachers that are credentialed to teach a variety of elective courses has been challenging. We are working towards the necessary changes to meet the needs of all our students moving forward"	"Given the results, the district will continue to focus on expanding the number of electives all students may select from and 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."	Met		6/28/2022	2022
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 district sub-committee analyzes the full course catalog to ensure access to a broad course of study. • A review of reports from the district’s student information system summarizes access and enrollment based on grade spans, unduplicated student groups, and students with special needs. • Course catalogs are available to all students and parents.  • Course catalogs outline offerings at all high schools, course options, college preparatory courses, prerequisites, a-g requirements, and graduation requirements. • An administrative review of master schedules ensures a balance of offerings and equity for all courses."	"All Baldwin Park Unified School District students in grades TK-5 are enrolled in a broad course of study. Elementary programs offer access and enrollment in the areas identified as a broad course of study for grades 1-5. Some schools are or have received grants in visual and performing arts to expand offerings. Local Control supplemental and concentration funds are utilized to provide students with opportunities.  Secondary students are provided 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 (Course Access).  In addition, through use of supplemental and concentration funds, students are provided supplemental resources to increase access to instrumental music, visual and performing arts, and STEM programs."	"Identified barriers include: • Time limitations during the regular school day. • Need to have additional time to acquire and/or apply academic language, necessitates requirements to continue English Language Development courses."	"Students and parents will be provided information on course offerings, a-g requirements, and graduation requirements. Counselors and case carriers will meet with students regularly throughout their 4 years of high school. High schools’ a-g plans will include actions to ensure a broad course of study for all students."	Met		6/28/2022	2022
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 2021-22 school year gave a score of 100%.	"The self evaluation tool for the 2021-22 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 9.80 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.	Met		6/16/2022	2022
24656496025381	Ballico-Cressey Community Charter	7	"The locally selected measures or tools that we use and all students have access to is our academic curriculum that is available to all students of our school.  We use the I Ready Program to assess/teach students in both Math and ELA.  We also have HMH curriculum for grades 1st-5th that we used for ELA, Science, and Math.  6th-8th grades use HMH for Math and Amplify for both Science and ELA.  Studies weekly is our Social Studies Curriculum for grades 1st-5th.  6th-8th uses Mcgraw Hill for Social Studies.  Individuals with exceptional needs use this same curriculum.  We do not have a GATE program for advanced learners."	Both of our school sites and students have access to the same curriculum and tools for assessments.  The only differences is based on grade levels.  All students in the same grade level have the same access.  We wanted to ensure that no matter the student group that the access to selected measures and tools is equitable.  All of our students have a chromebook assigned to them and we have made sure to provide internet for families that do not have internet at home.	One area that is a goal for improving is adopting a curriculum for GATE students.  We currently do not have a program for students that fall under that specific student group.  We do our best to push those students academically with supplemental curriculum and additional instruction but we currently do not have an adopted curriculum for students that would be eligible for a GATE program.	"We want to continue to provide the same tools and locally selected measures that have been successful for all our students.  It is important that we take steps in doing research on what would be the best program to adopt for students that would be eligible for a GATE program.  Once we determined which program would be best, we would then need to begin the process of piloting a new program for that group of students."	Not Met		9/26/2022	2022
24656490000000	Ballico-Cressey Elementary	7	"The locally selected measures or tools that we use and all students have access to is our academic curriculum that is available to all students of our school.  We used the I Ready Program to assess/teach students in both Math and ELA.  We also have HMH curriculum for grades 1st-5th that we use for ELA, Science, and Math.  6th-8th grades use HMH for Math and Amplify for both Science and ELA.  Studies weekly is our Social Studies Curriculum for grades 1st-5th.  6th-8th uses Mcgraw Hill for Social Studies.  Individuals with exceptional needs use this same curriculum.  We do not have a GATE program for advanced learners."	Both of our school sites and students have access to the same curriculum and tools for assessments.  The only differences is based on grade levels.  All students in the same grade level have the same access.  We wanted to ensure that no matter the student group that the access to selected measures and tools is equitable.  All of our students have a chromebook assigned to them and we have made sure to provide internet for families that do not have internet at home.	One area that is a goal for improving is adopting a curriculum for GATE students.  We currently do not have a program for students that fall under that specific student group.  We do our best to push those students academically with supplemental curriculum and additional instruction but we currently do not have an adopted curriculum for students that would be eligible for a GATE program.	"We want to continue to provide the same tools and locally selected measures that have been successful for all our students.  It is important that we take steps in doing research on what would be the best program to adopt for students that would be eligible for a GATE program.  Once we determined which program would be best, we would then need to begin the process of piloting a new program for that group of students."	Not Met		9/26/2022	2022
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 authorized by San Bernardino City Unified School District.  Ballington currently serves 167 students in grades TK-5 with student demographics that include: 70.1% Hispanic, 25.9% African American, 3.6% White, 1.8% 2+ Races, 0.6% Asian, 24% English Learners (EL); 4.8% Students with Disabilities, 1.2% Foster Youth; 11.4% Homeless; and 87.4% Socioeconomically Disadvantaged.   BAAS-SB provides all students with an Art, Music, Technology, and Science, a supplemental course that includes integration of the Science lab and provides students with hands-on experiential learning opportunities aligned to the Next Generation Science Standards (NGSS).  BAAS-SB 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-SB educational program.   BAAS-SB 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 BAAS-SB, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students in have access to and are enrolled in Art, Music, Technology, and/or Science Lab, 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 to accessibility to courses, across student groups at BAAS-SB."	"Currently, 100% of the students have access to a broad course of study and BAAS-SB will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of BAAS-SB in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		5/28/2022	2022
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 similar enrollment in AP and honors classes while CTE enrollment has grown. 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 2021-2022 school year BUSD had 297 students in Honors/Advanced classes, 276 students in Advanced Placement classes, and 721 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 Corps, 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"	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.	Met		6/29/2022	2022
39773880140392	Banta Charter	7	"The charter 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."	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."	Met		6/16/2022	2022
39773880000000	Banta Unified	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."	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."	Met		6/16/2022	2022
19734370118760	Barack Obama Charter	7	"The local tools used to determine student access to a broad range of study include: master schedules and student rostering processes as well as Tier 1 Walkthrough tools to measure fidelity of classroom core content. These tools allow the school to ensure that students are enrolled in appropriate grade levels as well as ensuring that all students receive the appropriate content area instruction. At the elementary level, this means observing students in Art and PE in addition to monitoring the classroom for evidence of math, ELA, science, history, and ELD instruction. In addition, students who receive support for their IEP goals are not removed from core content, but receive additional support in class at this time or targeted pull-out support during intervention blocks."	All students have access to a broad course of study. There are no discrepancies across student groups.	N/A	The LEA will continue to monitor and ensure access via the selected tools.	Not Met		8/15/2022	2022
37681896120901	Barona Indian Charter	7	"BICS selects measures that indicate whether students have access to a broad course of study. The following factors were reviewed: 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. Professional Learning opportunities provided to each teacher,  3. Access to Physical Education Instruction – as measured by schedules monitored by the principal."	"Students had access to a broad course of study for grades PK-8 during the 2021-22 school year, including unduplicated student groups and students with special needs. All students had access to board-approved standards-based materials. Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. Professional learning was provided to effectively administer a newly adopted reading assessment program, DRA3. The adoption of the SEL program, Leader in Me, was implemented. All staff received professional development for a successful launch. All students received the required minutes of PE instruction."	"All students at Barona Indian Charter School had full access to, and were enrolled in a broad course of study, supported by highly skilled teachers."	Barona Indian Charter School will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers.	Met		6/21/2022	2022
36676110000000	Barstow Unified	7	"BUSD uses a variety of tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. 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 23-24 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"	"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."	Met		6/28/2022	2022
20651850000000	Bass Lake Joint Union Elementary	7	"The LEA 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, unduplicated pupils, etc through our student information system, meetings with site principals, and teachers, and meetings with and surveys from our educational partners. In our meetings and surveys we ask about the extent to which students have access to, and are enrolled in, a broad course of study that includes core subject areas (math, English, science, social science) that are aligned to California state standards, including programs and services developed and provided to English Language Learners, socioeconomically disadvantaged (low-income) students, Foster Youth, Homeless, and students with disabilities. The top three services that are believed to be most important to our educational partners are student access to field trips and other beyond the classroom learning activities, Co-curricular programs, courses, and activities (band/music, Spanish/foreign language, etc.), and challenging and engaging elective courses. The LEA is successfully offering all of these broad course of study options to its students."	"There is a difference in offerings of co-curricular studies between our K-5 site and the K-8 and 6-8 site. Our K-5 site does not offer band, language, or elective courses."	"The LEA has not experienced any significant barriers to offering a broad course of study to students, aside form the restrictions and barriers that occurred due to the pandemic."	"In response to the results of the survey the LEA would like to focus on making available more community service oriented programs, activities, and clubs to our students. This was an area that our LCAP survey indicated as a priority for a broad course of study. The LEA is committed to working on creating theses programs and opportunities for its students."	Met		6/29/2022	2022
19642950000000	Bassett Unified	7	? Site class schedules  ? District graduation requirements  ? Master schedules to track course enrollment	? 88% of 7th graders completed a world language course  ? 75% of unduplicated 7th graders completed a world language course  ? 60% of special education 7th graders completed a world language course  •83% of 8th  gr @ TMS completed a world language course  - 67% of 8th  gr ELs @ TMS completed a world language course  - 8% of 8th  gr SPED students @ TMS completed a world language course	"Barriers include access to elective courses and ELD for ELs, access to world language course for SPED students, and meeting credential requirements for CTE Engineering pathway  ? Providing access to elective courses and ELD to English Learner students ? Meeting credentialing requirements to teach CTE Engineering course"	? Increase 7th grade world language course completion rate to 95% for all students ? Create master schedules that include both ELD course and an Elective (rotation)  ? Support teachers with the training or credentialing programs needed for CTE Engineering pathway	Met		6/28/2022	2022
01612590106906	Bay Area Technology	7	All students are enrolled and will fulfill the A-G college admissions requirements prior to graduating from BayTech. Modeling our graduation requirements after these standards allows us to measure and ensure that our students have a broad course of study.	The broad course of study action has been effective with 100% of our students enrolled in a broad course of study.	There are no apparent barriers	"Bay Area Technology will continue to ensure all students are enrolled in a broad course of study that includes Arts, Technology, Leadership, and Health, and Physical Education"	Met		6/6/2022	2022
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."	Met		6/14/2022	2022
41688580000000	Bayshore Elementary	7	100% of our students have access to all courses	"K-5 students are enrolled in grade level courses for ELA, math, science, social studies, PE, and choir 6-8 students are enrolled in grade level courses for ELA, math, science, social studies, PE, and an elective"	there are no barriers identified	We will analyze the results of our Equity Audit to determine where access can be improved and work to make the necessary changes to ensure equity and access for all students.	Met		6/14/2022	2022
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."	"All students in BVUSD has access to and are enrolled in a broad course of study. At the high school level, all students meet with the High School Counselors to plan their four-year course of study. 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. The two 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.  Currently the only differences across elementary school sites as it relates to student access to a broad coarse of study have to do with one site having a State Funded Pre-school and Beyond the Bell (a Parks and Recreation program) to provide before and after school supervision and the other elementary site does not."	"BVUSD is located in a rural area with 2144 students. Big Bear High School’s enrollment is 625, Chautauqua Continuation High School’s enrollment is 50, and Big Bear Middle School is 498. Since secondary schools are small, the offering of a large variety of classes remains a challenge."	"All efforts are made to provide equal access to a broad coarse of study. At the Elementary level, i-Ready ELA and Math are offered in support of the regular curriculum. At the secondary level, Edgenuity, an online program is offered to allow for credit recovery and intervention. This program provides A-G courses that are not offered at the high school and i-Ready is a supplemental online program 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."	Met		6/13/2022	2022
15633390000000	Beardsley Elementary	7	"Student courses are tracked through the Student Information System, PowerSchool."	"Students in 7th and 8th grades may take two elective courses.  Students complete an ""Elective Request"" form and prioritize which classes they are interested in taking.  Once the  master schedule is created in the School Information System (PowerSchool), core classes are scheduled.  The elective choices are then granted based on class availability and lack of conflict with core classes.  English Language Development is a required elective for students identified as English Learners."	Some classes only have one section on the master schedule.  Conflicts may occur that prevent students from taking their chosen elective classes.	"To increase student access to more electives, a ""9th Period"" after school PE class is offered.  Students using this option may select an additional elective course to take during the regular school day."	Met		6/20/2022	2022
33669930000000	Beaumont Unified	7	"The District offers Dual Language Immersion (DLI) in Spanish, Career Technical Education (CTE) Pathways, and Science, Technology Engineering and Mathematics (STEM) programs in K-12 as an opportunity for students that would like access to additional career pathways for their children.  The Beaumont Unified School District is using student information systems (SIS) tools like Aeries, Aeries Parent Portal, Schoolzilla, Ellevation, iReady for reading and mathematics for kindergarten through grade 8, Renaissance Learning (STAR reading and mathematics) for high school data, College Dashboard, Panorama, Ed-Data and the California Dataquest systems that organize the academic , A-G graduation requirements, well-being, and student behavior data.  The District is able to disaggregate data by organizing student demographic groups so that educators are able to better serve students."	"The District offers pathways in Residential and Commercial Construction, Food Service and Hospitality, Manufacturing and Engineering, Public Safety, Business and Finance, Patient Care, Sports Medicine, Health Care Administrative Services, Software and Systems Development, Performing Arts and Design, Visual and Media Arts at the high school level.  As a District, we specifically seek out students that are Socio-Economically Disadvantaged (SED), English language learners, students that have academic opportunity gaps or less likely to pursue a career in any of the previous fields."	"The barriers are that students in economically disadvantaged areas, special education and English learners are less likely to have access to a board course of study.  As a District we are using the tools to create focus groups of students and students that need either specialized instruction or a smaller group environment to increase their academic, emotional well-being and behaviors.  The District offers the STEM program at an elementary school that has the highest Unduplicated Pupil Population (UPP [English Learners, SED, and Foster Youth]).  Students who attend the Dual Language Immersion (DLI) school, collectively, perform higher than student groups in other elementary schools within the District."	"In the coming year, the District will start another Dual Language Immersion (DLI) program at the Science, Technology, Engineering, & Mathematics (STEM) elementary school.   The District has started the implementation of focused STEM program at ate least one of the elementary schools.   There is also a 6-8 school that offers STEM and Career Technical Education (CTE) pathways. Dual Language Immersion (DLI) and the STEM program are supplemental programs that offer a transformative learning experience for students in K-5 and 6-8.  The curriculum is an engaging, hands-on classroom environment that empowers students to develop in-demand knowledge and skills they need to thrive.  The  high school continues with Dual Language Immersion and Career Technical Education Programs alongside the A-G requirements needed to graduate from high school.  The District has started created CTE and A-G four year pathway plans for all grade 9 through grade 12 students.  Additionally, the District is now offering intervention in mathematics at the comprehensive high school so that more students can access more challenging academic experiences such as Advanced Placement (AP) courses."	Met		6/7/2022	2022
37684520128223	Bella Mente Montessori Academy	7	"The LEA reviews course registrations as reported in our school information system, PowerSchool to track whether students have access to and are enrolled in a broad course of study. BMMA also maintains a curriculum adoption process that ensures all adopted curriculum is state-approved."	"Data show all students in grades 1-6 and 7-8 were enrolled in core subjects and in addition, received instruction in physical education, garden/nutrition, and art. All students, including our unduplicated student groups and individuals with exceptional needs had access to the same broad course of study."	"At this time, the LEA is not experiencing barriers to providing access to a broad course of study for all students."	Bella Mente offers a California standards-based instruction with curriculum and targeted interventions to support academic growth in ELA and Math for all students as measured by statewide assessments and internal assessments. BMMA has implemented the following curricular frameworks to ensure access to a broad course of student for all students: ELA Wonders Curriculum Rosetta Stone Curriculum for English Learners Aleks as schoolwide online math supplemental curriculum Studies Weekly as the elementary social studies curriculum McGraw Hill Impact for Social Studies in grades 7 and 8 NWEA Maps benchmark testing three times per year to monitor academic growth State Interim testing in grades 3-8 Math Reveal McGraw Hill Lexia Learning A-Z Learning without Tears TCI Integrated Science	Met		6/14/2022	2022
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). • 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 select the appropriate placement for them in high school English"	"Students have access to a broad course of study.  In addition to the locally selected measures, teachers utilize a standards-based report card and measure student growth on curriculum embedded assessments in most subject areas. In addition to all the regular subjects, PE is offered to all students in K-8 and music is offered on a limited basis (Ukulele lessons) and in the after school program.  Students in grades 6-8 have electives that include Leadership, Robotics, Yearbook, School Newspaper, Art, etc.  All students in grades K-8 have 1:1 Chromebooks so technology is readily accessible."	"The main barrier is funding and rising number of students identified as having special needs.  We currently have 18% of our students identified as qualifying for special education services.  SELPA has imposed a site funding model and the costs of providing services to our students with special needs has tripled.  Results of our LCAP Stakeholder survey indicate a need for intervention for students struggling with behavior and academics.  In order to remedy this challenge, Belleview has performed a “Program Transfer” in collaboration with SELPA for our Speech Program and will hire its own Speech Therapist in 21/22."	"Additional funds have been allocated in 2020-2021 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."	Met		6/7/2022	2022
49706150000000	Bellevue Union	7	"The Bellevue Union School District tracks the extent to which all students have access to, and are enrolled in, a broad course of study through the school schedules and course offerings.  Administration reviews student schedules to ensure that unduplicated students who require additional support and opportunity are served, and administration reviews the schedules of students with special needs to determine if their IEP services are met and students are progressing academically.  Administrators are mindful of the support groups that are established and work to ensure that students are not missing important direct instruction when receiving additional support from service providers or additional staff."	"All students in the Bellevue Union School District have access to, and are enrolled in, a broad course of study.  At Kawana Springs Elementary, the students are enrolled in a dual immersion Spanish program.  Students in grades K-3 access the core content in Spanish and transition to core content in English in the 4th grade.     Students within the school district boundaries may attend their neighborhood school or choose another site within the district.  Parent choice is of the utmost importance in the District."	There are no barriers to accessing a broad course of study.  All students have access to a broad course of study and staff is mindful of the additional services and resources needed for students with special needs.  Staff works diligently to ensure English language learners experience a rigorous curriculum to support them in academic achievement and English proficiency.	"There will not be any revisions, decisions, or new actions to ensure access to a broad course of study for all students.  The Bellevue Union School District will continue to offer the recommended California core curriculum, and the district will continue to bolster its multi-tiered system of supports and interventions to ensure students are at grade level.  The District will also focus upon increasing rigor for all students and intervening for students who are considered at-risk of becoming a long term English language learner and for long term English language learners.  These interventions will be systematically implemented at all of the school sites."	Met		6/28/2022	2022
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."	Met		6/1/2022	2022
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. The 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 study as defined by the California Education Code 51210 and 51220.	"All students have access to and are enrolled in a broad course of study; however, due to the limited 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 needing 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. Actions four and five in goal two of the LCAP address providing extended learning opportunities to students.	Met		6/16/2022	2022
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."	"As a result of the low participation in advanced courses, particularly starting in 6th grade, we adjusted our enrollment process for 2021-2022. We allowed families to opt into advanced math courses at grade 6.  Unfortunately, a large percentage of self-selected students did not stay in an advanced math course.  For 2022-2023, we have reverted to making placement recommendations for grade 6 based on student performance.  27% of 6th graders are in an advanced math class; 38% of 7th graders are in advanced math, and 47% of 8th graders are in advanced math.  Of the 423 students (or 37% of the student body at Ralston) in advanced math, the following percentages represent typically underserved students.  0.25% are EL (3% of Ralston students are EL) 1% are SED (4% of Ralston students are SED) 4% have a 504 plan (5% of Ralston students have a 504 plan) 11% have an IEP (12% of Ralston students have an IEP)  Our English learners and Socioeconomically Disadvantaged children are still underrepresented in our advanced math classes, but we have made progress over the past few years as we monitor placement and instructional practices as a district."	"At Ralston, the barrier is the selection process. By removing the ""gate keeper"" function at the transition point from 5th to 6th, we hoped that we would see more balanced numbers in future advanced math courses.  Looking at the data, there was no notable improvement against previous years in terms of increasing underrepresented students in 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."	"As noted above, we are continuing to monitor placement decisions as well as pedagogical practices across the district to ensure students are prepared and perform at a high level.  All teachers, regardless of grade level or content, will receive specific training in supporting English Learners this year.  Our math team have implemented additional subjective benchmarks to verify student placement, and will continue to evaluate the placement criteria."	Not Met		9/15/2022	2022
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 to participate in all ranges of classes. We are working on encouraging more underrepresented students to take AP level classes. We are also looking into expanding CTE classes where possible.  In addition, our continuation HS uses a learning through interest model where students have opportunities to learn outside the classroom walls alongside businesses in our local community and link this learning back to standards and school work."	"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. 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. Additionally this year, our HS students have access to free 24/7 online tutoring through a program called Paper. This tutoring is available in all subjects and in multiple languages."	Met		6/9/2022	2022
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."	All students have access.	There will be continued implementation of Universal Design for Learning to ensure that all students have access.	Met		6/8/2022	2022
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)."	Met		6/29/2022	2022
43693770000000	Berryessa Union Elementary	7	"Since Berryessa USD is a TK - 8th grade school district, we offer electives at the middle schools.  However, 4th and 5th grade students at the elementary schools may choose to participate in instrumental music (twice a week).  Third grade students may also participate in violin lessons (once a week).  Our middle school offerings are limited:  instrumental music, choir, art, technology, health, and life skills."	All three middle schools offer the same electives except when it comes to Art.  Art is integrated into one of our technology classes.  English Language and Special Education students do not necessarily have an elective if they have a support class.	"One of the biggest obstacles for a broad course of study is credentialing at the middle school level.  For example, if we are going to hire a teacher to teach Spanish, they will need to also hold a credential to teach another subject.  There is not a need for a Spanish teacher to teach 5 periods of Spanish at one middle school.  We have also looked at sharing a teacher between two sites, but there are issues with the master schedule and one of schools that has a rotating schedule."	"After reviewing the data, the district is looking into offering foreign languages to the middle school elective offerings.  We are also strategizing on how to incentivize a middle school teacher or two to have a zero period in order for our EL students and Special Education students to have an elective in addition to their support class."	Met		6/21/2022	2022
19647330106872	Bert Corona Charter	7	"universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts"	"universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts"	"Additional socio-emotional support was provided-all students were provided access to a broad course of study. universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts"	"No revisions, decisions, or new actions were instituted. universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts"	Met		6/29/2022	2022
19647330132126	Bert Corona Charter High	7	"Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils; and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts, courses approved through A-G, WASC approved and certified."	"A-G Course Offerings and Master Schedule.  Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils; and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts, courses approved through A-G, WASC approved and certified."	"No barriers identified-all students have access to broad course of study. Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils; and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts, courses approved through A-G, WASC approved and certified."	"No revisions, decisions, or new actions were taken. Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils; and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts, courses approved through A-G, WASC approved and certified."	Met		6/29/2022	2022
19643110000000	Beverly Hills Unified	7	BHUSD evaluates our Pathways to Success annually to ensure our students have a broad course of study: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=2731566&type=d&pREC_ID=2293765	"BHUSD reconfigured our school district in 2019 to address inequities across schools. Now we have one consolidated middle school so that all middle school students have access to the same programming. We have one high school which allows all students to have access to the same programming. With only two elementary schools, our principals work collaboratively daily to ensure that they are providing the same educational experiences to their students."	There are no barriers at this time.	BHUSD is primarily focused on increasing our students access to more Advanced Placement courses. We will be vetting and adding additional courses over the next 1-2 years until we are offering all of the AP courses available.	Not Met		9/20/2022	2022
10620260000000	Big Creek Elementary	7	"As we have only 30+ students, all students have access to and are enrolled in a broad course of study to the full extent that we can offer in our isolated area.  The tools used to track student opportunities are attendance, opportunities at attending field trips, internet access, and one to one communication with all families.  Each individual on campus gets an opportunity for individualized instruction and support due to our low number of total students."	"As we have only 30+ students, all students have access to and are enrolled in a broad course of study to the full extent that we can offer in our isolated area.  All students have access to educational opportunities that take us to other places for educational experiences."	The barriers that restrict some access here at Big Creek are its relative isolation from the rest of the county and its small population.	Big Creek has reached out to educational partners to provide opportunities in Big Creek for all students.  We have also started to take as many educational field trips to areas of educational interest to help students access a broader course of study including field trips to the coast the valley and specific cities of interest that provide cultural	Met		6/7/2022	2022
12626950000000	Big Lagoon Union Elementary	7	"The LEA uses the Master Schedule to ensure that all students have access to and are enrolled in a broad course of study. As the only school in the district, we serve TK – 8th grade students in two self-contained classrooms. One classroom serves students in TK- 3rd grade and the other classroom serves students in 4th to 8th grades . Students with exceptional needs are fully mainstreamed and receive services based on Individual Education Programs, which include identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable. Unduplicated student groups are given the same access as students in the non-unduplicated group."	"All students are provided the adopted curriculum and a broad course of study including math, English language arts, world language and culture, social studies, science and physical and health education."	The LEA does not have any barriers in providing access to a broad course of study for all students. The small class size allows for students’ needs to be known to their teachers. The school coordinates services to provide access for each student.	The instructional materials for ELA were updated in the 2021-2022 school year. The instructional materials for math need to be updated soon as the publisher will no longer be publishing the books.	Met		6/21/2022	2022
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 297 at three school sites. Each grade at the elementary school has on teacher, with the exception of third grade,  and five teachers total at each of the high schools.  We have tried for several years to hire a music/band teacher, but have had no applicants. Spanish was reinstated as a world language at the elementary school, for the 2021-22 school year, as students were present full day for in-person learning. While we are able to offer A-G requirements at the high schools, a variety of courses are 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 Computer Programming 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."	Met		6/23/2022	2022
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, Health and Visual and Performing Arts during the school day. 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."	We are limited in our course offerings by physical space and staffing capacity limitations.	"To provide additional opportunities for our students to engage in a broad course of study, we have hired a Spanish Language teacher at our High School site. 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."	Met		6/30/2022	2022
14632480000000	Big Pine Unified	7	"The LEA represents a K-12 small and rural school district with approximately 160 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 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 audience of peers, staff and community members.  The LEA maintains a rigorous program for intervention services in grades K-12 through and 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 and college acceptance rate."	"Students K-8 are prepared through rigorous instruction and articulated curriculum to promote to grades 9-12.  Students 9-12 complete courses that meet 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 rural 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 school.  A Medical Pathway was added in 2022-23 as a second CTE pathway available to all students.  Due to the size of our student population and our status as a Basic Aid district, the LEA offers additional elective courses online and the opportunity for concurrent enrollment at a local community college."	"In 2022-23, the LEA added an intervention class for grades 7-12 to the master schedule to ensure all students are provided with ample time and academic support for credit recovery and remediation.  In the elementary school, the LEA expanded after-school intervention classes, WIN (What I Need), to provide academic interventions based on formative and summative local assessments."	Met		6/16/2022	2022
47701850000000	Big Springs Union Elementary	7	1.  The LEA is utilizing the SARC and quarterly Williams' Reports to track student access to a broad course of study.	"2.  At this time, local measures indicate that 100% of students have access and are enrolled in a broad course of study."	3.  Barriers are that there is not up to date curriculum.	4.  The LEA plans to check the status of curricula to ensure it is standards-aligned and current.	Met		6/28/2022	2022
27751500118349	Big Sur Charter	7	"All students at Big Sur Charter School (K-8) sign a Master Agreement which lists the classes in which they are enrolled. The School maintains, and updates yearly, a list of all curriculum, including online planforms by grade.  Each family receives a Curriculum Checkout form that lists all the curriculum being used during the school year.  All students K-8 also participate in weekly art and outdoor education classes."	"All students at Big Sur Charter School (K-8) sign a Master Agreement which lists the classes in which they are enrolled. The School maintains, and updates yearly, a list of all curriculum, including online planforms by grade.  Each family receives a Curriculum Checkout form that lists all the curriculum being used during the school year.  All students K-8 also participate in weekly art and outdoor education classes."	We have not identified any barriers in providing a broad course of study for all students.	None	Met		6/9/2022	2022
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. All students had access to board-approved standards-based materials.  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."	"All students in the Big Valley Joint Unified School District had access to and were enrolled in a broad course of study supported by highly skilled teachers, focusing on a full A-G course load. 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 AG 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."	"Although the size of this rural school district is small, the master schedule is limited, yet all students in the Big Valley Joint Unified School District had access to and were enrolled in a broad course of study supported by highly skilled teachers,"	Met		6/29/2022	2022
04614080000000	Biggs Unified	7	"All students in the district have access to all Content Standard Curriculum. Students are in diverse groups, in order to provide equal access for all students.  Students at varied levels receive differentiated instruction with the use of the appropriate grade level materials. Biggs USD is 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. The district went to a seven period day at the high school to offer more course for our students"	"2. All students in the Biggs USD will receive equal access to a broad course of study.  This will be measured using 4 essential components : • Standards, goals, and milestones for instruction • Technology and materials that provide multiple ways for diverse learners to access learning expectations • Specific instructional methods and student engagement practices that tap into learners’ interests, offer appropriate challenges, and increases motivation • Assessments to measure student progress, identify students learning needs and to modify instruction as needed."	3. Thoughtful planning is used to provide access to all students in all subject areas.  All core subjects are taught by fully credentialed teachers or teachers completing induction programs. Biggs High School has gone to a 7 period day to increase student’s ability to have access to a broad course of study. 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.	"4. 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"	Not Met		9/7/2022	2022
49708966085229	Binkley Elementary Charter	7	"Binkley Elementary students in grades TK – 6 are enrolled in and have access to a broad course of studies. Binkley Elementary Charter offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day."	"For the 2022-23 year, 100% of Binkley Elementary Charter students had full access to a broad course of studies."	None	New History Social Science adoption beginning in the 22-23 school year.	Met		6/21/2022	2022
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 demonstrating a consistent upward trend of an average of 8% per year. Through the efforts of teachers, counselors, administrators, and students, our overall A-G completion rate increased to 72% for the SY2021-22.  Our graduation rate has remained consistent (at or above 95%) for the last three 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.  Finally, 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 all grade levels 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."	Not Met		10/25/2022	2022
14766870000000	Bishop Unified	7	"Enrollment data from the Bishop Union High School senior cohort were collected and assessed for access to A-G core classes, honors or advanced placement classes, CTE classes, and electives.  Elementary and middle schools’ schedules were examined for 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. Reporting a lack of access for other student groups is limited because of the small numbers of students in those groups limits what can be publicly shared due to privacy concerns.	Bishop Union 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."	Met		6/13/2022	2022
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 use 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. To increase opportunities for students to participate in college level coursework while still in high school we are offering 3 dual enrollment courses for the coming year.  These courses, which will be taught at Bitney during the school day, focus on CTE learning and participation is not necessarily based upon evidence of high academic performance.  These courses will be available to unduplicated groups and individuals with exceptional needs and will provide students with extra avenues to demonstrate College and Career Readiness."	"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."	"As a very small high school, Bitney Prep has some limits in terms of the opportunities that students have to choose courses.  For example, we offer college preparatory Foreign Language courses, but only in one language.  At times this reality does have an impact upon what courses students can and cannot take.  At times, this is especially true for students who transfer to Bitney and may have been enrolled in courses that we are not currently offering.  Students also need to be prepared with the foundational skills that they need to be successful in a broad course of study.  The need to rebuild these foundational skills can be a barrier to accessing more advanced coursework."	"One of the main academic focuses that Bitney is working on is strengthening mathematical learning for our students.  Many of our students come to us behind and not ready for high school level mathematics.  For the coming school year we are implementing a new course for students who are not ready for Algebra I called Mathematics Support.  This is a credit based class that students will take in addition to their current level of math, typically Pre-Algebra.  During their mathematics support class, students will work on an individually targeted mathematics remediation course to build their mathematics skills and help improve learning outcomes in Algebra I and in more advanced mathematics courses."	Met		6/21/2022	2022
35674540000000	Bitterwater-Tully Elementary	7	"All students receive a broad course of study including art, music, and physical education.  Daily attendance is used to track to make sure all students are participating in the variety of programs that we offer."	"All students receive a broad course of study through whole group lessons and lessons by class for example TK-3rd grade class and 4th-8th grade class.  We provide art lessons throughout the school year and have our Christmas program which spans over three months of rehearsing.  Prior to COVID, we would also hold a Spring Concert that students would rehearse and participate in."	"With our school being full inclusion, we will schedule the lessons around students that receive services to avoid potential barriers of those students not being able to participate in the programs."	We plan to resume the same programs that we had prior to COVID for the 22-23 school year.  We  had to limit outside guests and speakers to help mitigate the potential spread.	Met		6/22/2022	2022
45698800000000	Black Butte Union Elementary	7	"Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected schoolwide learner outcomes for students.  In connection and alignment with California State Standards and frameworks, we have created and adopted Essential Standards districtwide.  We are currently working towards teachers developing pacing guides, an assessment calendar, and standard based grade reporting. In middle school, a master schedule is designed to include all of the required subjects and electives. At the elementary level, each teacher develops a schedule to include all subjects. Furthermore, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction, interventions and professional development."	All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels Assessments aligned to state standards to monitor progress for reading and math Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS practices to support appropriate school behavior  Visual and performing arts are embedded within the curriculum  Before school music offerings Music is taught at the elementary and middle school level Foreign language (American Sign Language) is taught at the middle school PE is offered at both the elementary and middle school level	"Hiring in our rural, mountain setting poses a constant challenge to provide a diverse offering of courses."	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		6/21/2022	2022
09737830000000	Black Oak Mine Unified	7	"BOMUSD measures student access to a broad course of study annually and reports results in the LCAP. Public documents such as our School Accountability Report Card, California Dashboard, LCAP Survey and additional accountability measures such as CALPADS provides data that measures access for our students and informs decisions for the following year in adjusting courses and provides information regarding performance in this priority."	"In BOMUSD 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 continue to support learning and programs such as 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."	Challenges in BOMUSD often come in the form of access. We have a broad geographic scope which can mean that transportation is impeded by snow. We are subject to Public Safety Power Shut Off's due to local fires which have increased each year and these past two years we were challenged to provide access during the pandemic. BOMUSD's greatest accomplishment was the creation of a district wide generator system that would serve to keep schools open and running for our families regardless of many of the challenges. We were one of the few districts that remains open when subject to Public Safety Power Shutdown's  in El Dorado County.	"Our students rely on school for academics and for food, access to the internet, and intervention support. Our course schedule and elementary sites provide highly qualified teachers inall subject areas all we need to do is make sure students can come to school. This year's LCAP continues another decision to continue to fund our Extended Learning Opportunities such as summer school as well as before and after school programs, homework club and tutoring to ensure continuation of access. Finally, we will continue to fund after school activities transpiration for students who would be unable to participate in athletics and after school tutoring without transportation home."	Not Met		9/22/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
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. Physical Education is offered to all students on a regular basis.	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. Physical Education is offered to all students on a regular basis.	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. Physical Education is offered to all students on a regular basis.	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. Physical Education is offered to all students on a regular basis.	Met		6/16/2022	2022
12627030000000	Blue Lake Union Elementary	7	"Blue Lake Union Elementary School District is a one-school school district serving grades TK-8th. Grades TK-5 are self-contained classrooms whereas 6th-8th have homeroom teachers and then rotate among three teachers for their core subjects. We continue to track progress in meeting Priority 7 standards by reviewing the quality and quantity of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with special needs. Students who qualify for additional supports including, but not limited to RTI, 504 Plan, or an IEP, receives services based on their individual needs. These support services are reviewed --at minimum-- the beginning of the year, during conferences, during annual meetings, and at the end of the school year.  Each plan includes identified accommodations, modifications and integration in the general education classrooms through a push-in model whenever applicable.  100% of Blue Lake Union Elementary School District’s students have full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i)"	"All BLUESD students in grades TK-8 are enrolled in a broad course of studies.   Our students have access to many programs including, but not limited to the following: • Rigorous core subjects of math, English, science, history, and physical education. • Music, visual arts, and performing arts, both within and outside the regular school day. • Eco Hero Presentations to encourage waste reduction and environmental stewardship.  • Zero Waste Education • Blue Lake Environmental Education Fair* • Redwood Environmental Education Fair at College of the Redwoods* • Wolf Creek Overnight Environmental Field Trip* • Gem & Mineral Education/Field Trip* • Fish Hatchery Field Trips* • ELA Poetry week led by a local artist for middle school students* • Student Body Council Program to encourage and support civic responsibility* • Gifted & Talented Education (GATE) Program • Response to Intervention (RTI) Program • Resource & Special Day Class Programs • After School Education & Safety Program (ASES) • Spanish Classes for 6th-8th during the core day and for all students in ASES • After school teacher-tutoring for unduplicated students * Activity was via Zoom or suspended due to the pandemic."	Blue Lake School is offering a broad course of study to its students.  Barriers to providing even more courses to have an even broader course of study is time and funding.	Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on class offerings and using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/22/2022	2022
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, Art, and Music.  Integrated throughout all studies are the strategies of gifted education for all, including project based learning.  94% 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 and Music.  As our school grows from our TK-7 grades to TK-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 21-22 school year, Blue Oak Academy retained a school psychologist adding additional hours for students who need additional behavioral and social emotional supports.  BOA will hire a social worker to address these similar needs for the 22-23 school year."	Met		6/23/2022	2022
15636280134312	Blue Ridge Academy	7	"According to CALPADS, an increase in the percentage of our high school students who have successfully completed courses that satisfy the requirements for entrance to the UC or CSU jumped by 6.3%. Also, the percentage of students who demonstrate college preparedness increased by 9.3% for the 2021-22 school year.  To ensure measurement and analysis of all of our students in K-12, unduplicated students, and individuals with exceptional needs have access to, and are enrolled in, a broad course of study based on their grade spans, each home school teacher (general education teacher) and Case manager (special education teacher) conducts an analysis of student signed Master Agreements, enrolled courses, and Individualized Educational Plan reviews at all Learning Periods and IEP meetings. This analysis includes review of the School Information System ‘Pathways’ to determine every student has an assigned HST and CM with listed curriculum and technology use. In addition, students also receive additional services through the Pupil Services department and receive academic, counseling, and EL services, to further support their needs."	"Blue Ridge students in all grades levels receive free yearly online subscription accounts to support their learning in core subjects for Mathematics, Language Arts, History, and Science.  High school students also receive free 1:1 light tutoring from subject matter content specialists in the areas of Mathematics, English, Science, Social Science, Spanish, and Visual and Performing Arts. Students attend office hours to receive this support, and parents are encouraged to join and ask questions pertaining to student assignments and courses.   English Language Learner reclassification increased by 1.6% for the 2021-22 school year.  At Blue Ridge, 100% of unduplicated pupils; English learners, low-income, foster youth student populations and students with disabilities have access to all broad courses of study, programs, and services. This is extensively monitored during the home school teacher led Learning Period and again through our enrolment compliance team reports."	"Through the continuous review of the School's Information System (SIS),  School Pathway and review of Master Agreements 100% of our students have access and are enrolled in a broad course of study (e.g. English Language Arts, Mathematics, Social Science,  Science, Health, PE, VAPA, World Language) Our goal is to maintain a rate of 100% of our students having access to a broad course of study.  However, as a result of the pandemic, learning loss for students in all grade levels is evident in benchmark and state assessments. As all students receive access to a broad course of study, the barrier that has been identified by our school  is the fidelity in which the parents as ‘Learning Coaches’ monitor and deliver the instructional support with the academic and or social emotional needs of the students."	"In order to address the outlined barrier, various actions have been adopted by the school. Students have received an increase in planning amounts, technology devices, and various curriculum resources to assist students in meeting their academic learning goals and increasing overall student achievement. In addition, Blue Ridge has hired additional content specialists, instructional teachers, increased parent professional developments to support instruction facilitation, and curriculum guidance and support.  In addition, all students are given accounts to online programs to offer additional resources for learning. Teachers and parents are given accounts and can check their student’s progress throughout the year. Blue Ridge teachers utilize assignment and work records (AWR) as a metrics system to track progress in line with academic state standards throughout the year. Teachers can evaluate how a student is progressing on state standards and compare that with academic scores on assessments. This information is uploaded into school pathways where all staff can see areas in which the student may need to focus and is uniform across the school. Teachers can use these records to help guide and support families on their educational journey. The high school team continues to work on facilitating guidance for HSTs and in the process of creating training for further support, such as high school support and training,  CTE Pathways, A-G guidelines, curriculum options and more."	Not Met		10/25/2022	2022
47701930000000	Bogus Elementary	7	We are using Alma system.	"Due to our small numbers of students and staff, there is only so much we can provide. In addition to math, ela, science, social studies, and physical fitness, students have access to study gardening, music, art, and student interest driven project based learning"	"Due to being so rural, getting music and language teachers out to our campus is difficult. Therefore we are looking into online resources/ curriculum for students to engage with."	We are looking into online language curriculums that would best fit the LEA.	Not Met		9/13/2022	2022
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 2022 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. BUSD continues to audit the barriers to enrollment in and completion of the A-G requirements."	"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."	Met		6/15/2022	2022
44697320000000	Bonny Doon Union Elementary	7	"All students have access to learning materials.  If a teacher identifies a student without necessary materials, they are provided to make certain all students have access to a broad course of study."	100% of our students are enrolled in a broad course of study.	We have not experienced barriers.	We will continue to provide access to materials in support of a broad course of study.	Not Met		10/20/2022	2022
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 more effective 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 has collaborated with staff, administration, district leadership, school site ELAC teams, and DELAC to revise the district's reclassification criteria for our English learner students to more closely align to state criteria. Our EL team is providing staff with related professional learning and training, especially in integrated and designated ELD. 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, andFoster 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."	Met		6/29/2022	2022
37679830000000	Borrego Springs Unified	7	See LCAP at https://www.bsusd.net/departments/educational_services	See LCAP at https://www.bsusd.net/departments/educational_services	See LCAP at https://www.bsusd.net/departments/educational_services	See LCAP at https://www.bsusd.net/departments/educational_services	Met		6/30/2022	2022
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. Bostonia Global will host summer school in 2022 for grades K-8 and offer academic and VAPA based enrichment sessions.  In addition, sites will offer VAPA based enrichment sessions as part of their afterschool programs."	"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."	"Based on 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 throughout al"	Met		6/27/2022	2022
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.	Not Met		10/3/2022	2022
27659790000000	Bradley Union Elementary	7	"As a small LEA, we can ensure that all students have a broad course of study through personalized monitoring grade-spans, student groups, and individuals."	"As a small LEA, we can ensure that all students have a broad course of study through personalized monitoring of grade-spans, student groups, and individuals."	"As a small LEA, we can ensure that all students have a broad course of study through personalized monitoring of grade-spans, student groups, and individuals.  There are no barriers at this time preventing Bradley School from providing access for all students."	"As a small LEA, we can ensure that all students have a broad course of study through personalized monitoring grade-spans, student groups, and individuals.  There are no revisions, decisions, or new actions needed at this time."	Met		6/7/2022	2022
13630730000000	Brawley Elementary	7	"All BESD students have access to core classes (ELA, math, social science/history, science and PE).  BESD uses the master schedule, the student information system and CALPADS to track the extent to which all students have access to, and are enrolled in, a broad course of study."	"At the junior high school, students have access to and are enrolled in core-content classes.  Not all students have access to electives.  The electives include band, orchestra, chorus, art, 21st Century Technology, MakerSpace, Spanish and Journalism.  English Learners are required to take ELD and students struggling in mathematics may need an additional math intervention course.  In both cases, their schedules do not allow for an elective.  The junior high does offer a zero period elective for those interested in band.  All students have access to the after school program, which offers academic and enrichment classes.   At the elementary sites, all students have access to and are enrolled in all core content areas.  This year, elementary students will also benefit from a STEAM Lab and a new standards-aligned art program.  Dual Language Immersion is currently offered at one school site in grades kindergarten and first grade.  Our plan is to expand the program each year in order to incorporate world languages into the school day.  All students have access to the after school program, which offers academic and enrichment classes. This year, we have expanded our after school program to include transitional kindergarten and kindergarten students."	"BESD does have some challenges in this area.  While our elementary schools provide access to the music program for upper grade students, lower grade students do not have access to music instruction.  Although we have begun implementation of a Dual Language Immersion program, it is not open to all students, since it is important for students to begin the program in kindergarten.  As mentioned above, another challenge is providing access to electives for all students."	"BESD has partnered with an expanded learning opportunities company that is providing opportunities to participate in unique enrichment classes after school and during intersession.  This will address the need to provide junior high students with access to electives.  In addition, we are working to incorporate Spanish and music classes into our after school program at the elementary level.  During the pandemic, we were unable to complete an instructional materials adoption for social science at the elementary level.  This year, we will adopt a new social science curriculum for K-6."	Met		6/28/2022	2022
13630810000000	Brawley Union High	7	"The LEA has contracted with the California College Guidance Initiative in order to assist us in tracking students who are on track to complete A-G requirements.  The district is able to disaggregate data based on the subgroups we select such as: English learners, students with IEPs, students who receive free or reduced priced meals, homeless  youth, etc.  By breaking down the data in this fashion, we are able to focus on subgroups in order to provide them with the individualized support they need."	"The LEA undergoes a qualitative and quantitative review of course offerings, class schedules, and school schedules semi-annually to ensure students have access to, and are enrolled in a broad course of study.  There are no prerequisite requirements for students to enroll in any AP courses.  The district ensures students have access to a broad course of study within the school day.  Every year counseling staff evaluates all courses to ensure students have access to course offerings that are A-G approved as well as a variety of CTE pathways.  The district is currently partnering with a local junior college to provide additional course offerings after school.  A regular analysis of enrollment in courses helps to inform the LEA in its decision making process regarding access to a broad course of study."	It is difficult to ensure students enrolled at the alternative education setting have access to a broad course of study.  This would include A-G courses as well as CTE pathways.  It is also difficult to navigate withing the time constraints of a school day in order for students to enroll in courses they enjoy as well as course that are required.  Finding appropriately credentialed staff can be challenging at times considering the district's rural location.	"The comprehensive high school is working with the alternative education high school to ensure students have access to and are able to commute to the comprehensive high school to enroll in CTE courses and complete CTE pathways.  The alternative high school is offering courses after school in order to improve student access to a broad course of study, particularly courses meeting A-G requirements.  The district has also contracted with an online resource in order to provide courses that are not scheduled during the school day."	Met		6/29/2022	2022
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 are developed with the intent that students meet A-G requirements and demonstrate 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. At the elementary level, we have an Innovation magnet school and Dual Language Immersion school, along with a school that focuses on Science and Technology. While instruction at these sites is largely aligned to the unique academic focus (innovation, STEM/STEAM, etc), elementary students across the district have access to, and are enrolled in a broad course of study. At the secondary level, students meet with counselors and receive support from teachers and site support staff in order to understand the wide range of course offerings that are available to them."	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 support staff at the district and site level to provide academic outreach, support and guidance and social-emotional support. 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."	Met		6/9/2022	2022
07616550000000	Brentwood Union Elementary	7	a. BUSD uses its student information system (Aeries) to run reports to track access to a broad course of study. b. BUSD uses our data and assessment system (Illuminate) to analyze student achievement data.	All students have access to a broad course of study. This is largely achieved through our electives offerings. There are not any significant differences across sites. There are some differences in subgroups due to achievement gaps within and across sites.	Funding to support the needs of all students 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 related to middle school support classes and intervention programs is on-going. Recommendations for change are in process.	Not Met		10/26/2022	2022
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."	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).	Not Met		9/12/2022	2022
56105610121756	BRIDGES Charter	7	NWEA Map Assessments Elevation Platform for tracking progress of multilingual students Universal Monitoring Surveys California Healthy Kids Surveys Annual Parent Survey	"Bridges has identified that all students have access to, and are enrolled in, a broad course of study."	"Bridges has identified that credentialed staffing can occasionally be a challenge in providing access to a broad course of study for all students, however, we have been able to address these challenges through credentialing waivers."	We have increased the FTE for both our school psychologist and school counselor. We have also strengthened our MTSS program by providing additional general education supports for students. Our leadership committee is further investigating student outcomes to improve our practices around culturally responsive teaching in order to improve our school culture for all students and families.	Met		6/13/2022	2022
19101990140798	Bridges Preparatory Academy	7	"Bridges Preparatory Academy is a newly established charter school that opened its doors to the community of Compton in Fall 2021, offering a rigorous college preparatory education program. Bridges Preparatory Academy currently serves 78 students in grades 6-8 and reflects the community we serve with approximately 86% Hispanic, 9% African American, 15% Students with Disabilities, 36% English Learners, and 90% Socio-economically Disadvantaged.    Bridges Preparatory 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 Bridges Preparatory Academy’s educational program.   Bridges Preparatory 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 the master schedule, student course schedule (semester), report cards, student-led conferences, 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 Bridges Preparatory Academy, all students in grades 5-8 have access to and are enrolled in ELA, mathematics, science, social studies, and Physical Education. In addition, 100% of students in grades 5-8 have access to and are enrolled in Technology (6-8), Creative Writing (7), and Robotics (6-8) courses. There are no differences in accessibility to courses, across student groups at Bridges Preparatory Academy."	"Currently, 100% of the students have access to a broad course of study and Bridges Preparatory Academy will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Bridges Preparatory Academy in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/30/2022	2022
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. All students have access to Chromebooks and hotspots are issued on an as-needed basis. Artist in the classroom, music opportunities, field trips, core content in English language arts, mathematics, science, social studies, and physical education are provided. 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.	Met		6/9/2022	2022
41688740000000	Brisbane Elementary	7	California Department of Education's Self Reflection Survey	All schools in the Brisbane School District meet the grade-level course requirements. Principals collaborate to ensure that the same or similar program is offered at each grade level across the District. Students with exceptional needs are provided the least restrictive environment and are included in mainstream grade-level courses as appropriate. Unduplicated students are afforded the same access to courses of study as the general population of students; the District guarantees that lack of English-language skills and lack of funding does not prohibit any student from participating in District programs and activities.	"There are some elective courses that BSD would like to offer, such as world languages. Unfortunately, with our small numbers of students, we cannot sustain a full-time teaching position in some elective classes. Qualified teacher candidates are hard to find and will not accept less than a full-time position. This makes it hard to offer a breadth of course content."	"The District is doing everything we currently can to offer a broad course of study for all students, and we do in most areas. Our students go on to have successful experiences in high school and beyond."	Met		6/15/2022	2022
51713570000000	Brittan Elementary	7	"All students are enrolled in and have access to state adopted curriculum in ELA, Science, Math and Social Studies.  New Math curriculum is scheduled to be released soon and it our plan to pilot some of the programs before we purchase it for our site.  All students have access to STAR Reading and Math, as well as, I-Ready Reading and Math.  For the 2022-2023 school year, student will have access to additional support in Math and ELA through I-Ready programs.  These programs will also be used in our Math and ELA intervention sessions.  The data acquired from these programs will be used to drive instruction, assist with learning loss, and help build our small group intervention sessions.  Every student has access to their own laptop, as well as to a vertical computer lab."	"All student have access to ELA. Math, Science and Social Student.  In Junior High, electives are introduced.  We offer Sign Language, Art, Yearbook, Music and Junior FFA/Stem.  Brittan does have a Health Education Program and we are planning on using that as a portion of our PE classes 4th-8th grade for the 2022-2023 school year.  ELA and Math intervention small group instruction will be provided to students who are in need of extra support in those subject areas based on data from multiple sources.  Designated ELD will be offered to all EL students on our campus.  Music will once again be offered to every grade level."	"Scheduling, staffing and time are the three potential barriers that may prevent the LEA from providing access to some of the programs and services we have been able to provide thus far."	"Intervention opportunities in Math and ELA, Designated ELD and Music are programs that have been implemented in 2021-2022 and will continue to be a priority for Brittan School District.  We will be looking into piloting new Math curriculum once they have been released in hopes to have a universal Math program for our site."	Met		6/28/2022	2022
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."	Met		6/22/2022	2022
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 based on grade level, as well as student enrollment and participation in courses for students with exceptional needs."	"The locally selected measures demonstrate all Browns School students TK-8 have access to broad course of study including English Language Arts (ELA), Mathematics, History-Social Studies, Science, Physical Education/Health, and Visual and Performing Arts.  The barriers to offering Foreign Language to our 7th and 8th-grade students is discussed below.  Students receiving intervention, English Language Development (ELD), and/or Special Education services are not served during their core subject time.  In addition, Browns School offers state-adopted curriculum and focus areas that ensure additional opportunities for all students within the district."	"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 students. This lack of access is due in part to our small size, budget constraints, and lack of teachers."	"To ensure access to a broad course of study for all students, the BESD continuously monitors course offerings for all students.  The district provides all students with state adopted curriculum and professional development for classroom teachers to support instructional delivery and curriculum expertise.   To best serve and support struggling students, a Special Education teacher and aide are on site offering assistance and modifications to those students.   The district actively seeks options for Foreign Language instruction for our 7th/8th grade students."	Met		6/16/2022	2022
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.	All students have access to and are enrolled in a broad course of study.	Met		6/29/2022	2022
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.	"All students on the site receive access to a broad course of study. This includes core academic instruction, enrichment activities, and physical education."	"All students have access to and are enrolled in, a broad course of study."	All students are receiving access to a broad course of study.	Met		6/29/2022	2022
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 parents 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) -Career Technical Education pathway courses  -Articulated courses  Our teachers also access professional development that relates to ELD, AVID, CTE, and other content area professional development."	"100% of our students have access to all of the above. We recently grew our CTE program by creating a Musical Performance Pathway, providing additional access to CTE that will reach all students. We also added an articulated CTE course so that students in both the Engineering and Graphic Design pathway have access to taking a course in which they can earn college credit."	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 year with freshmen students and we plan to utilize that event to better promote all options with families."	Met		6/2/2022	2022
42691380000000	Buellton Union Elementary	7	-NWEA Map Assessment for grades K-8 (2022) -CAASPP for grades 3-8 reading and math (continuing) -CAASPP for grades 5 & 8 science (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"	#NAME?	-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.	Met		6/15/2022	2022
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. CTE programs are being developed to align with local high school district's CTE pathways and to encourage career exploration."	"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."	Met		6/27/2022	2022
54718290000000	Buena Vista Elementary	7	Buena Vista is a small single-school school district.  We have only one class per grade level.  One hundred percent of students are offered a broad course of study with State adopted curriculum at their grade level.  Unduplicated student groups and individuals with exceptional needs are all served with this broad course of study.  Supports and intervention are offered to all at-risk students.	Buena Vista is a single-school school district.  All students have access to and are enrolled in a broad course of study.	"As a single-school school district with only one class per grade level, Buena Vista has no barriers to offering all students a broad course of study."	We will continue to offer all students access to a broad course of study.	Not Met		10/12/2022	2022
43104390106534	Bullis Charter	7	"All classes for students are tracked via the Student Information System, Powerschool. Where there is opportunity for students to have choice (e.g. for co-curricular classes or language classes) information is gathered from students and families via surveys sent out in the Powerschool platform and/or via Google Survey"	"All students are scheduled into courses consistent with the offerings provided by BCS. This includes access to core contents (Math, English, Science, and History) along with access to PE, Music, Drama, World Language, and Art. Students in grades 1-5 also select into two co-curricular classes (twice a year) and have the opportunity to take part in extra-curricular activities. Middle school students select into club options, and select their World Language option. All classes are tracked via the Student Information System."	There are no current barriers to providing access to a broad course of student for all students.	We will continue to monitor and review all scheduled courses prior to the start of the school year.	Met		6/6/2022	2022
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 programs, 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 21%-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."	Met		6/21/2022	2022
41688820000000	Burlingame Elementary	7	California Department of Education Reflection Survey	All students have access and are enrolled in a broad course of study.	There are no barriers preventing us from providing access to a broad course of study for all students.	Not applicable.	Met		6/14/2022	2022
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 2021-22 school year, all students in grades TK-6 were enrolled in a broad course of studies. This included visual and performing arts and physical education instruction. Students were also able to access additional course offerings in the after school program. In grades 7-8, students were enrolled in all courses of studies with the exception of world languages."	A barrier for the district has been its inability to hire a foreign language instructor. We are located in a very remote and rural area and have not 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."	Met		6/22/2022	2022
10620420000000	Burrel Union Elementary	7	"Our district consists of a single, small rural school with grades TK to 8th. Each grade level is taught by a single teacher and we had two combination classrooms. 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), MAP Accelerator (math and reading) 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, however, with distant learning being a factor, most were offered during the Extended Learning Program times. 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."	"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 career 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."	Met		6/28/2022	2022
54718370000000	Burton Elementary	7	"The district annually reviews a cross section of student schedules to ensure that all students have the required classes. Additionally, the district ensures that all students, in particular unduplicated student groups and individuals with exceptional needs, have their needs met and have access to the appropriate courses to move to the next level."	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 continued to present 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.  For the upcoming year the district will be tweaking the middle school schedule to ensure these students not only receive the appropriate ELD course but also have access to electives.	"The LEA will continue to play with master scheduling to ensure that all students are receiving the opportunity not only for the required core classes needed to progress to the next grade, but also to ensure that students will have the opportunity to select elective classes that meet their desires and allow them to explore opportunities that could lead to a future career path."	Met		6/20/2022	2022
04100410000000	Butte County Office of Education	7	"Community and court school transition staff and principals use locally developed Individualized Learning Plans and the student information system to monitor transcripts and ensure each student enrolled in a BCOE school program meets the minimum state requirements for graduation.  Personalization of academic paths include alignment with AB2306, 1806 or 167/216 requirements for juvenile court school and foster and/or homeless youth students.   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.   In measure #2.3 of the LEASA, Teaching, Learning and Assessment, the LEA self-identified as Implementing: Transformation and Systemic Efforts are Underway.  The LEA is working to better use data to improve transition services and increase academic rigor."	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.  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 a standards-aligned curriculum.	"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, one site serves incarcerated youth and is 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 and are not on an A-G track for graduation.  BCOE school programs serve too few students to make multiple Career Technical Pathways a viable option. The LEA is exploring alternatives that prepare students for career opportunities, for example, in the 2021-22 school year, the community school program piloted an internship program."	"The LEA continues to support 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 courses and elective access.    The LEA continues to provide a Transition Specialist II who trains and coaches site transition specialists.  Transition specialists support site administration with ensuring students are enrolled in the most appropriate courses. They also support student engagement, keep students focused for graduation and help them successfully move on to post-secondary opportunities.   Beginning spring 2022, the LEA received the A-G Completion Grant.  Part of this grant will fund a new Student Outcomes Coordinator for the 2022-23 school year.  This coordinator will increase access to A-G courses for all BCOE schools through identifying opportunities in course development.  In addition this position will support the continued growth and development of student internship opportunities aligned with academic standards."	Met		6/27/2022	2022
54755230114348	Butterfield Charter	7	"Butterfield/PUSD will establish a process to ensure all elementary and middle school students will participate in college and career activities, linking academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives.Butterfield/PUSD tracks CTE/Elective class rosters by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. All students including subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless have access and the opportunity for enrollment in CTE/Elective classes. CALPADs reports course enrollment and the College and Career Dashboard reports provide the data in which all students have access to and are enrolled in a broad course of study."	"All middle school students, including English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless need a personalized learning and transition plans that provide the opportunity for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives, as well as linked learning Pathways.Career interest inventory baseline data is gathered from the 7th grade students once the career interest inventory survey is completed."	"Butterfield will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests."	"Butterfield/PUSD will increase A-G opportunities (UC/CSU Entrance Requirements), Technology, Arts, and Link Learning. Link Learning provides students opportunities to explore career pathways by providing real world application and inspiring students to excel in their education across all core subject areas. PUSD will provide a wide array of elective classes to increase student engagement and motivation in elementary and middle school grades. PUSD will establish academic interventions, transitional programs, mentoring, and after school activities to support students' connectedness to school. PUSD will Increase and support Linked Learning in elementary and middle schools. PUSD will continue to conduct career interest inventory in middle school grades."	Met		6/23/2022	2022
47702010000000	Butteville Union Elementary	7	"Surveys, teacher reflection tools, classroom observations, professional development opportunities, enrichment program, and teacher collaboration are 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. Butteville's curriculum uses state adopted curriculum that align with state Common Core standards."	"Butteville Union Elementary School District (BUESD) is a single school district. All students have access to, and are enrolled in, a broad course of study each year."	"BUESD provides a variety of enrichment programs to all students as part of our broad course of study offerings. Lack of classroom space, funding sources, and qualified instructors are identified barriers from offering a broad course of study to all students. Our gym/theater/cafeteria are all three located in one small building. This makes it difficult to host and schedule athletics, meal service, and performing arts in the multi-use facility."	"Surveys, teacher reflection tools, classroom observations, professional development opportunities, enrichment program, and teacher collaboration are 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. Butteville's curriculum uses state adopted curriculum that align with state Common Core standards. Beyond meeting the scope and sequence of each grade using appropriate standard aligned curriculum, Butteville provides other means for students to express themselves beyond academics. The enrichment program at Butteville includes art, band, strings, sewing, performing arts, Ukulele, and gardening. The primary grades K-3 participate in both art and music classes that include singing, drumming, and marimba. They also participate in gardening throughout the year. Our 4-8 participates in band, strings, art, performing arts, sewing, and gardening. Enrichment programs increase all students access to broad course of study. These enrichment programs allow all students, especially those low income students that may struggle academically, access to other avenues of learning. It provides all students different ways to express themselves. Our staff will continue to seek avenues to expand or improve student access to a broad course of study."	Met		6/21/2022	2022
15633700000000	Buttonwillow Union Elementary	7	"Information was collected from staff and students through surveys regarding curriculum, instruction, and professional development. All students in grades 3 - 8 had the opportunity to respond to the survey. Class enrollment is monitored through the Student Information System and regular classroom walk-throughs."	"Based on staff and student survey results, class enrollment schedules, Williams Visitation results, and classroom walk-through data we have ensured that all students at Butttonwillow school have full access to, and are enrolled in a broad course of study. This includes the implementation of the AVID system in all grades which helps prepare them for success in high school. college, and/or their future career."	There were not any areas identified that impacted a broad course of study for all students.	"Due to the success that we have seen in students using AVID, the has expanding the implementation of AVID to now include all grades; 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 programs that address academics and enrichment activities."	Met		6/15/2022	2022
07616630000000	Byron Union Elementary	7	"The LEA selects measures that indicate whether students have access to a broad course of study. The following factors were reviewed: 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 Ed Code required courses for all students, including Social Emotional Learning (prescribed by Byron’s governing board) 2. A review of the EMS master schedule electives offerings. 3. Enrichment classes in our elementary schools."	"Students had access to a broad course of study for grades TK-8 during the 2021-22 school year, including unduplicated student groups and students with special needs.  1. As required, students had access to: 1. In Grades 1-6: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, Social Emotional Learning 2. In Grades 7-8: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, Social Emotional Learning 1. Foreign Language, CTE, and Applied Arts (n/a for BUSD) 2. All students were enrolled in core content classes as well as PE. A total of 10 electives were offered at EMS 3. All elementary students participate in art classes, with grade 5 students also having weekly music classes. There are no differences between the schools. However, due to necessary academic supports, some students have less access to electives and enrichment."	"a. At the middle school, the availability of qualified teachers to fill staff positions impacts our ability to offer a robust catalog of electives, as teachers need to teach multiple subjects. b. The need for academic support can create a conflict of scheduling for students thus limiting their access to electives and enrichment."	"Actions that have been taken to ensure access have been: a. EMS – Moving to a single period math in grades 7-8 to ensure all students will receive at least 1 elective course. b. EMS Electives – Implementation of an 8th grade, semester-long Health class. Addition of semester-long Digital Arts, Cartooning, and World Geography electives. c. With just one district music teacher, we are providing 0.25 staffing for elementary and remainder at EMS. d. BUSD continues to analyze subgroup data to better support student academic success."	Met		6/30/2022	2022
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 the percent of: • English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI) • The percent of ELs who reclassify, the percent of students who score At Prepared on College Career Indicator (Dashboard) • The percent of parents/guardians of ELs, those in foster care, and those living in low socio-economic conditions (priority groups) who meet with a counselor or coordinator once per school year to discuss academic progress • The percent of English Language Development (ELD) teachers who participate in research-based professional learning"	"We are a single-school charter school. Per our LCAP metrics, all students have access to and are enrolled in a broad course of study."	"In the 2021-22 school year, we experienced difficulty finding and hiring qualified career technical education (CTE) teachers."	"We have worked diligently to implement approaches intended to demonstrate college and career readiness on the California School Dashboard. For example, we have been incrementally implementing Career Technical Education (CTE) Pathways, Advanced Placement (AP) courses, A-G approved courses, and opportunities for our students to take college credit courses."	Not Met		9/13/2022	2022
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 / UC-CSU Requirements and 2) Graduation Requirements."	"Using the locally selected measures below, our students demonstrate having access to a broad course of study.  1) High School Diplomas meeting UC/CSU (A-G) Requirements |  As defined by our Half Moon Bay High School course catalog, our students have access to various courses providing students with several opportunities to enroll in approved courses and courses that will lead to a high school diploma and/or acceptance into UC/CSU or other four year colleges. As we enter our post COVID-19 era, it is critical for our team to analyze student subgroup data and determine gaps so that we can provide additional supports that will lead to an increased rate of graduation using both CUSD high school graduation requirements and UC/CSU (A-G) requirements.  2018-2019 | 47.8% 2019-2020 | 46.7% 2020-2021 | 36.2%  In comparison to our baseline (2019-2020) 46.7% as compared to 36.2% (2020-2021), this is a decrease of 10.5%.  2) High School Diplomas meeting CUSD High Graduation Requirements |   2018-2019 | 88.1% 2019-2020 | 89.2% 2020-2021 | 85.2%  Graduation Requirements at Cabrillo Unified School District were 89.8% (2015-2016) as compared to 85.2% (2020-2021). Although it is a minimal decrease of 4.6%, it is our goal to increase our overall graduation rate by at least 5%.  We attribute this decline in graduates meeting both UC/CU (A-G) requirements and CUSD high school diploma graduation rates mainly to COVID-19 and our shift in instruction from in-person to remote learning."	"Given the results of our locally selected measures, some of the barriers preventing Cabrillo Unified School District (CUSD) 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 / UC-CSU Requirements and Eligibility  2) Outreach regarding various graduation requirements/pre-requisites  3) Parent/Family understanding of the value of A-G Eligibility, UC/CSU Requirements, and/or AP enrollment  4) Growth Mindset-Some students are intimidated by Advanced Placement Courses, particularly for our at-promise students 5) COVID-19 and the sudden shift to various instructional models (In-person, Hybrid, and Remote Learning)"	"In response to the results of our locally selected measures, Cabrillo Unified School District (CSUD) 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 various training opportunities to support our Tier I & Tier II Instruction, differentiated learning, and 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 educational partners around our A-G/UC-CSU requirements/eligibility and high school diploma graduation requirements while providing systematic interventions/enrichment opportunities to increase access into our CTE pathways, AP courses, dual enrollment courses, and A-G courses. For the 2022-2023 school year, we hired a Dean of students both at Half Moon Bay High School and Cunha Intermediate School. These are a few examples of measures and new actions that will support college and/or career pathways for all of our students."	Met		6/23/2022	2022
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 after school 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."	Met		6/28/2022	2022
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 have access to a broad course of study.	Met		6/13/2022	2022
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, 52.17% 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.  The recent infusion of state and federal funds has eased staffing concerns somewhat.  Our challenge now is to make sure that newly developed programs will be sustainable if/when those funds are discontinued."	"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 working to expand Medical Science classes to include middle school level offerings.  We continue to offer dual enrollment course opportunities with Columbia College.  We are considering ways to better prepare students for success in AP courses.  Through the IEP process, we are looking to maximize access to general education for all students in special education."	Not Met		9/20/2022	2022
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 offer Jr Navy Cadet classes at all 4 grade levels. Aurora offers the Emergency Response course. Our high schools 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. This year both Enrique Camarena Jr. High School and William Moreno offer the Career Awareness class. Enrique Camarena Jr. High offers one section of Spanish II elective.  William Moreno Jr. High was unable to offer Spanish as an elective as the majority of the students were enrolled in other elective classes. 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 and VAPA, in addition to training of these standards. Teacher transfers from site to site is also a barrier."	"We 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 workshops, Remind, email, social media, marquee messages, school web pages, dialers, and school calendars. In addition, schools will develop newsletters to be sent home 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."	Not Met		9/30/2022	2022
49753586052369	Cali Calmecac Language Academy	7	"CCLA focus on state indicators (SBAC results, SBAC IBA results, ELPAC results, etc.) and school-level grading practices, which incorporate benchmark assessments, and common formative/summative assessments."	"As indicated by the Education Code requirements via our K-8 charter school, all students have equal access to, and are enrolled in, a broad course of study as referenced in section 51210 of the Education Code. Each grade is vertically articulated with the grade above and below ensuring continuity in all areas of study."	"Per Education Code 51210 all student groups have the same access to, and are enrolled in, a broad course of study. A difference does exist with some of our Special Education students who have Individual Education Plans which may alter the total minutes of certain subject areas, in comparison to general education students, and thus provide specialized support in specific academic areas in relation to their identified, qualifying disabilities. All students participate in the full program of study unless there is a specific accommodation or modification listed in an IEP for a student in special education."	"In response to state indicators and school level grading practices in order to ensure access to a broad course of study for all students we have implemented needed intervention in mathematics, English Language Arts and English Language Development across all grade levels. The models of intervention vary according to grade level, K-1 push in support and small group teacher intervention and integrated and designated ELD, 2nd-4th pull out ELA/ELD and math intervention as well as small group instruction with integrated and designated ELD, and 6th-8th specialized intervention classes for mathematics and ELA/ELD support, as well as integrated and designated ELD."	Met		6/30/2022	2022
07100740129528	Caliber: Beta Academy	7	"All students are on the same course completion pathway, regardless of their special education or EL status."	"Every student is on the same core course completion pathway, thanks to adjustments in the schedule which ensured that students enrolled in ELD and intervention would not conflict with Art, Computer Science, or PE. In 2022-23, students will have an Art course in addition to PE and Computer Science."	There are currently no barriers to being able to provide access to all students.	"We are planning to implement Art in the 2022-23 school year. With the addition of Expanded Learning funding, we also hope to be able to offer more non-core coursework, including music and dance."	Met		6/13/2022	2022
48705810134262	Caliber: ChangeMakers Academy	7	"All students are on the same course completion pathway, regardless of their special education or EL status."	"Every student is on the same core course completion pathway, thanks to adjustments in the schedule which ensured that students enrolled in ELD and intervention would not conflict with Art, Computer Science, or PE. In 2022-23, students will have an Art course in addition to PE and Computer Science."	There are currently no barriers to being able to provide access to all students.	"We are planning to implement Art in the 2022-23 school year. With the addition of Expanded Learning funding, we also hope to be able to offer more non-core coursework, including music and dance."	Met		6/13/2022	2022
15633880000000	Caliente Union Elementary	7	"The LEA uses the KIDS platform, Schoolwise, Lexia, and Acadience testing 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."	"The LEA uses the KIDS platform, Schoolwise, Lexia, and Acadience testing 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."	The LEA has no issues and/or barriers that prevent the LEA from providing access to a broad course of study for all students.	"The LEA will continue to use all resources that are currently being used as they have provided multiple data to access any revisions, decisions, or new actions that need to be implemented for the purpose to a broad course of study for all students."	Not Met		9/13/2022	2022
19647330112235	California Creative Learning Academy	7	"CalCreative ensures that all students have access to rigorous and relevant curriculum, and teachers are provided with job-embedded professional development. The School Site Council, Curriculum Committee, Social Emotional Learning Committees, and grade level teams are responsible for the selection, implementation and evaluation of our programs. The School Site Council takes input from stakeholders and these committees/groups to create recommendations to the CalCreative Board of Directors."	"All students, including subgroups, have access to the adopted curriculum and instructional methodology the school employs for the core subjects. We implement an inclusive, interdisciplinary standards-based program."	"Not applicable. All students have access to English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education via an arts integrated approach."	"We review our progress annually on this metric via the School Site Council in its work on the Local Control Accountability Plan. Most recently we have adopted a new mathematics program in response to teacher feedback and evaluation of student progress.  Teachers have requested the implementation of lesson studies, as a job embedded method of professional development, given the large range of knowledge of constructivist mathematical practices among our staff.  Teams will meet in study groups to inquire and learn using a hands-on practices method."	Not Met		9/26/2022	2022
19647330137463	California Creative Learning Academy MS	7	"CalCreative ensures that all students have access to rigorous and relevant curriculum, and teachers are provided with job-embedded professional development. The School Site Council, Curriculum Committee, Social Emotional Learning Committees, and grade level teams are responsible for the selection, implementation and evaluation of our programs. The School Site Council takes input from stakeholders and these committees/groups to create recommendations to the CalCreative Board of Directors."	"All students, including subgroups, have access to the adopted curriculum and instructional methodology the school employs for the core subjects. We implement an inclusive, interdisciplinary standards-based program."	"Not applicable. All students have access to English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education via an arts integrated approach."	"We review our progress annually on this metric via the School Site Council in its work on the Local Control Accountability Plan. Most recently we have adopted a new mathematics program in response to teacher feedback and evaluation of student progress.  Teachers have requested the implementation of lesson studies, as a job embedded method of professional development, given the large range of knowledge of constructivist mathematical practices among our staff.  Teams will meet in study groups to inquire and learn using a hands-on practices method."	Not Met		9/26/2022	2022
53105380125633	California Heritage Youthbuild Academy II	7	"CHYBA has identified and adopted three goals which 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 them to be career or college ready; 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."	"CHYBA offers a variety of actions and services in the LCAP to address student needs and achieve our targeted annual measurable outcomes. 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 as possible. We  are proud to offer a robust Career Technical Education curriculum. As reflected in Goal 2, our desire is for all students to explore career options and receive technical training as part of their high school curriculum. To facilitate this, we have invested resources from various grants and LCAP supplemental dollars to help ensure all students have access to a variety of courses, including concurrent enrollment at Shasta College and Work-Based Learning. 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 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 include a Social-Emotional Learning curriculum, an onsite counselor, Case Manager, Job Developer, and Mentor Coordinator, and other onsite services as well as referrals to community partners offsite. It also includes various supports including drug and alcohol intervention and restorative practices."	"We utilize our School Pathways data coupled with Kelvin data, input from the Hill Country counselor, and other support staff to measure our success in providing access to and enrollment in a comprehensive course of study. In addition, we use custom reports from Data Quest to verify student enrollments in a broad course of study. Barriers to providing full access to a broad course of study for all students is found mostly in the level of engagement and attendance of our  vulnerable students and the need to focus on skill enhancement and credit recovery to meet graduation requirements."	"CHYBA continues to explore ways to engage students who are credit deficient and struggle with skill deficits. Nonetheless, we find that robust CTE opportunities are an effective way to engage students. Our goals is to increase the variety of our CTE pathways, in order to further engage our students so they are ready and willing to access the board course of study that is available to all students."	Met		6/17/2022	2022
34765050139584	California Innovative Career Academy	7	CICA Community Charter School serves a very high number of unduplicated students. 98% of our students qualify for free/reduced lunch and or speak English as a second language. With a 1:150 Counselor to Student Ratio we place a heavy emphasis on ensuring that our students are monitored academically for enrollment and progress. This team meets on a regular basis to review student information. The Student Services Director and the Academic Leadership meet on a regular basis to review data and ensure student progress.	"All students have access to a broad course of study. With the grade level change, all students now have access to Career Technical Education as well as academic courses."	There are not any current barriers to students accessing a broad course of study.	CICA has or will implement the following: CICA Brain- Proprietary App on student cell phones which has all course content available Chromebooks for every student with hotpot connectivity Digitized course content Transportation assistance for students who do not have transportation to school	Met		6/16/2022	2022
33672070101170	California Military Institute	7	"Course access and participation is monitored using the District’s Student Information System (Infinite Campus) and are verified using reports from multiple systems, such as Hoonuit, DataQuest and CalPads systems. Student schedules reflect access to all required core content courses with the addition of Career Technical Education (CTE) Courses, Dual Enrollment College courses for grades 10th-12th grade, AP Courses, and a wide variety of elective course opportunities.  To monitor access to a broad course or study for students, A-G transcript audits are completed on a regular basis, along with the monitoring of participation data in district-wide programs such as AVID.  In addition, collaborative teacher teams meet regularly to review course pacing, content, and assessment tools to ensure any barriers for student support and access are addressed."	"Currently, there have not been any significant differences in access to a broad course of study among the district school sites.  All Middle schools offer elective course options that include Visual and Performing Arts, World Languages, Career Technical Education, and student government.  These courses are accessible to all students based on their needs.  All high schools offer elective courses in Visual & Performing Arts, World Languages, Dual Enrollment, Articulation, Advanced Placement, and Career Technical Education in addition to the core courses in English, math, social sciences, science, and physical education.  Students have an opportunity to select courses from these categories each year.  These courses are at rigorous levels where all students are being prepared for post-secondary opportunities.  Access is provided to all student groups and each student is encouraged to enroll in at least one.  Professional development and Professional Learning Communities provide time for teams to review data and identify strengths and challenges that exist.  Collaboration time is used to  share best practices and strategies to improve student outcomes."	"During distance learning, students struggled more than ever to complete courses with successful grades.  Because more students needed to take credit recovery courses, it became more difficult to fit elective or CTE courses within the school day.  The last two years, the district has provided additional sections and a greater variety of courses to get students back on track towards graduation.  A larger emphasis has been placed in credit recovery and summer school programs  to reduce the barriers keeping students from enrolling in a variety of courses.  This practice will reduce the need to repeat coursework during regular academic schedule time allowing students the opportunity to participate in a broad course of study."	"The district has provided expanded opportunities for remediation, acceleration and enrichment to college and career readiness programs. Funding for additional Career Technical Education courses, Dual Enrollment, Concurrent Enrollment, World Languages, and Visual and Performing Arts has been added in previous years, and will continue to be supported in the future.  To support these programs, funding has been added for facilities, equipment, and supplies to support the additional programs. Preparation for post-secondary success is a key focus for the district.  These programs will continue to be expanded as students demonstrate an interest in industry sectors and to meet the needs of the local business sectors.  Ongoing training and support is provided to  counselors to build and maintain a comprehensive counseling program that develops appropriate college and career readiness skills for our students."	Met		6/6/2022	2022
34674390111757	California Montessori Project - Capitol Campus	7	"As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study.  Additionally, 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 Curriculum Associates 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.  CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM."	"All CMP students 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 standards aligned instructional materials • Personalized technology based reading and math programs that provide targeted on-line instruction and data to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices • CMP has adopted Second Step to support SEL • Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations • Monthly Capitol Café or designated time for parents and community members to meet with and talk to the Principal  As a part of its Strategic Plan, CMP made a commitment to implement CA standards aligned instructional materials for ELA and Math (including for students in need of intervention and remediation), and Next Generation Science Standards instructional materials for science which will be in alignment with the core Montessori curriculum and has been successful in achieving that goal. CMP has adopted and provides a Social Emotional Learning Curriculum to all students."	"During the course of the COVID-19 pandemic the primary barriers to providing a broad course of study for all students has been two-fold. First, the ability to participate in some of our standards aligned field trips, assemblies, and after school programs we have historically offered were unavailable due to public health precautions and requirements. We are now able to revisit offering some of those activities. Second, staffing challenges resulted in some positions being unfilled and other staff who would otherwise have been dedicated to offering a broad course of study filling in for other essential roles."	"• CMP is offering an Expanded Learning Opportunity Program, before and after school • CMP began offering field trips again in 2022  • CMP began offering sports again in 2021  • CMP developed new strategies and relationships to recruit staff  • CMP expanded the use of the TCI Science Curriculum  • Due to local and state assessment results, CMP has built out its intervention systems and plans to partner with a high-quality professional development provider training in early literacy and English Language Development best practices. • Due to local and state assessment results, CMP has formed a committee of teachers, deans, and principals to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence and will provide further training in math instruction and best practices.  • CMP utilizes its diagnostic math and reading assessments to identify student need and targets instruction appropriately.  • CMP is working to achieve the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education, and other enrichments at each school site.  • Restarted in 2021-22, our PBIS team supports all students with a peaceful learning environment through the reduction of behavioral challenges.  • Provided Social Emotional Professional Development for school staff to best support student and staff mental health following the pandemic."	Met		6/13/2022	2022
34673140111732	California Montessori Project - Elk Grove Campus	7	"As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study.  Additionally, 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 Curriculum Associates 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.  CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM."	"All CMP students 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 standards aligned instructional materials • Personalized technology based reading and math programs that provide targeted on-line instruction and data to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices • CMP has adopted Second Step to support SEL • 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  As a part of its Strategic Plan, CMP made a commitment to implement CA standards aligned instructional materials for ELA and Math (including for students in need of intervention and remediation), and Next Generation Science Standards instructional materials for science which will be in alignment with the core Montessori curriculum and has been successful in achieving that goal. CMP has adopted and provides a Social Emotional Learning Curriculum to all students."	"During the course of the COVID-19 pandemic the primary barriers to providing a broad course of study for all students has been two-fold. First, the ability to participate in some of standards aligned field trips, assemblies, and after school programs we have historically offered were unavailable due to public health precautions and requirements. We are now able to revisit offering some of those activities. Second, staffing challenges resulted in some positions being unfilled and other staff who would otherwise have been dedicated to offering a broad course of study filling in for other essential roles."	"• CMP is offering an Expanded Learning Opportunity Program, before and after school • CMP began offering field trips again in 2022  • CMP began offering sports again in 2021  • CMP developed new strategies and relationships to recruit staff  • CMP expanded the use of the TCI Science Curriculum  • Due to local and state assessment results, CMP has built out its intervention systems and plans to partner with a high-quality professional development provider training in early literacy and English Language Development best practices. • Due to local and state assessment results, CMP has formed a committee of teachers, deans, and principals to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence and will provide further training in math instruction and best practices.  • CMP utilizes its diagnostic math and reading assessments to identify student need and targets instruction appropriately.  • CMP is working to achieve the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education, and other enrichments at each school site.  • Restarted in 2021-22, our PBIS team supports all students with a peaceful learning environment through the reduction of behavioral challenges.  • Provided Social Emotional Professional Development for school staff to best support student and staff mental health following the pandemic."	Met		6/13/2022	2022
34674470112169	California Montessori Project-San Juan Campuses	7	"As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study.  Additionally, 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 Curriculum Associates 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.  CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM."	"All CMP students 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 standards aligned instructional materials • Personalized technology based reading and math programs that provide targeted on-line instruction and data to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices • CMP has adopted Second Step to support SEL • 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  As a part of its Strategic Plan, CMP made a commitment to implement CA standards aligned instructional materials for ELA and Math (including for students in need of intervention and remediation), and Next Generation Science Standards instructional materials for science which will be in alignment with the core Montessori curriculum and has been successful in achieving that goal. CMP has adopted and provides a Social Emotional Learning Curriculum to all students."	"During the course of the COVID-19 pandemic the primary barriers to providing a broad course of study for all students has been two-fold. First, the ability to participate in some of standards aligned field trips, assemblies, and after school programs we have historically offered were unavailable due to public health precautions and requirements. We are now able to revisit offering some of those activities. Second, staffing challenges resulted in some positions being unfilled and other staff who would otherwise have been dedicated to offering a broad course of study filling in for other essential roles."	"• CMP is offering an Expanded Learning Opportunity Program, before and after school • CMP began offering field trips again in 2022  • CMP began offering sports again  • CMP developed new strategies and relationships to recruit staff  • CMP expanded the use of the TCI Science Curriculum  • Due to local and state assessment results, CMP has built out its intervention systems and plans to partner with a high-quality professional development provider training in early literacy and English Language Development best practices. • Due to local and state assessment results, CMP has formed a committee of teachers, deans, and principals to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence and will provide further training in math instruction and best practices.  • CMP utilizes its diagnostic math and reading assessments to identify student need and targets instruction appropriately.  • CMP is working to achieve the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education, and other enrichments at each school site.  • Restarted in 2021-22, our PBIS team supports all students with a peaceful learning environment through the reduction of behavioral challenges.  • Provided Social Emotional Professional Development for school staff to best support student and staff mental health following the pandemic."	Met		6/13/2022	2022
09618380111724	California Montessori Project-Shingle Springs Campus	7	"As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study.  Additionally, 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 Curriculum Associates 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.  CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM."	"All CMP students 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 standards aligned instructional materials • Personalized technology based reading and math programs that provide targeted on-line instruction and data to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices • CMP has adopted Second Step to support SEL • 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  As a part of its Strategic Plan, CMP made a commitment to implement CA standards aligned instructional materials for ELA and Math (including for students in need of intervention and remediation), and Next Generation Science Standards instructional materials for science which will be in alignment with the core Montessori curriculum and has been successful in achieving that goal. CMP has adopted and provides a Social Emotional Learning Curriculum to all students."	"During the course of the COVID-19 pandemic the primary barriers to providing a broad course of study for all students has been two-fold. First, the ability to participate in some of our standards aligned field trips, assemblies, and after school programs we have historically offered were unavailable due to public health precautions and requirements. We are now able to revisit offering some of those activities. Second, staffing challenges resulted in some positions being unfilled and other staff who would otherwise have been dedicated to offering a broad course of study filling in for other essential roles."	"• CMP is offering an Expanded Learning Opportunity Program, before and after school • CMP began offering field trips again in 2022  • CMP began offering sports again  • CMP developed new strategies and relationships to recruit staff  • CMP expanded the use of the TCI Science Curriculum  • Due to local and state assessment results, CMP has built out its intervention systems and plans to partner with a high-quality professional development provider training in early literacy and English Language Development best practices. • Due to local and state assessment results, CMP has formed a committee of teachers, deans, and principals to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence and will provide further training in math instruction and best practices.  • CMP utilizes its diagnostic math and reading assessments to identify student need and targets instruction appropriately.  • CMP is working to achieve the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education, and other enrichments at each school site.  • Restarted in 2021-22, our PBIS team supports all students with a peaceful learning environment through the reduction of behavioral challenges.  • Provided Social Emotional Professional Development for school staff to best support student and staff mental health following the pandemic."	Met		6/13/2022	2022
37754160132472	California Pacific Charter - San Diego	7	"CPCS uses a 4-year plan tool and student schedules to track student enrollment in a broad course of study. Metrics that support access are A-G course completion, graduation rates, and college and career prepared rates."	"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."	"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."	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.	Not Met		9/13/2022	2022
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.   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.  CPCS issues technology devices and ensures connectivity for all students in order to provide equitable access to coursework. CPCS uses a 4-year plan tool and student schedules to track student enrollment in a broad course of study. Metrics that support access are A-G course completion, graduation rates, and college and career prepared rates."	"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 graduation rate continuous improvement goals and 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 cintinous improvement 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."	Not Met		9/13/2022	2022
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.  CPCS issues technology devices and ensures connectivity for all students in order to provide equitable access to coursework. CPCS uses a 4-year plan tool and student schedules to track student enrollment in a broad course of study. Metrics that support access are A-G course completion, graduation rates, and college and career prepared rates."	"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."	Not Met		9/13/2022	2022
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, careers (MS only), 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 students.  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. 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."	Met		6/14/2022	2022
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, careers (MS only), 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 students.  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. 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."	Met		6/13/2022	2022
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, careers (MS only), 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 students.  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. 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"	Met		6/14/2022	2022
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, careers (MS only), 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 students.  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. 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"	Met		6/15/2022	2022
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, careers (MS only), 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 students.  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. 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."	Met		6/15/2022	2022
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, careers (MS only), 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 students.  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. 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."	Met		6/13/2022	2022
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, careers (MS only), 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 students.  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. 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."	Met		6/10/2022	2022
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, careers (MS only), 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 students.  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. 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."	Met		6/13/2022	2022
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, careers (MS only), 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 students.  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. 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."	Met		6/15/2022	2022
13631070000000	Calipatria Unified	7	"1. As outlined in the LCAP Goal 4 Action Item N, Calipatria USD is evaluating the Access to a Broad Course of Study through the a) CA School Dashboard College and Career Indicator (4.D), b) CTE completer rates (4.L), c) UC/CSU completers (4.L), d) Advanced Placement participation rates (4.G), and e) Site Master Schedules and instructional minutes reporting (4N). In addition the district LEA and LCAP Parent survey is used to 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 2021 College and Career Indicator is not evaluated for the 2020-21 school year (CA School Dashboard was not reported). However data reported demonstrates 57.1% of Grade 12 students completed a CTE pathway with 37% of English Learners doing the same. Socio- economic disadvantaged students completed CTE pathway at a 54.2% and student with disabilities at 0%. In addition, 24.7% of Grade 12 students completed A-G and a CTE pathway, with English Learners at 0%, Socio-economic Disadvantaged at 22.2% and Students with Disabilities 0%. Data for Goal 4 Action N reflects CTE completers demonstrating a 3.7% gain to 57.1%, AP participation did not demonstrate an increase as fewer Gr 12 students participated in courses from 5.5% to 2.6%, and UC/CSU completers had in improvement of 5% to 35.1% of Gr. 12 students meeting metric goal. The district is reporting Not Met for metric N of the LCAP. The current data continues to indicated English Learners and Students with disabilities with lower enrollment and passing rates in these key CCI criteria. The Spring 2022 LCAP Parent Survey indicates parent satisfaction showed a decrease from 70.4% to 65.1% 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 celebrated in the Fall, 2022 the improvement in qualified and experienced staff for the 21-22 school year especially for students with disabilities. However during the Spring of 2022, the district received several resignations from staff and site principals which will significantly impact the district's outcomes in 22-23 to provide experienced staff. 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 the impact of declining enrollment and learning loss."	"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."	Met		6/20/2022	2022
28662410000000	Calistoga Joint Unified	7	"Calistoga Junior/Senior High School uses the master schedule, transcripts, course selection process, and Aeries reports as the 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 broad course of study except when they have to choose between classes that are only offered once in the master schedule.  This is due to the fact that we are a small high school of approximately 280 students.  If students are in need of academic intervention int he subjects of math or English, the yare provided a support class which, in the short term, may limit their participation in other courses with the goal of increasing access as their skills increase.   Our English learners are provided with English Language Development courses to increase access to A-G courses as 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, that creates scheduling conflicts with other course offerings.  Students who need academic intervention, special education services or English language support may create scheduling conflicts which may limit access to electives."	Our school provides intervention classes simultaneously with A-G courses in order to keep students on track for college and career. Offering a seven-period day schedule facilitates access to a broad course of study for all students.	Met		6/20/2022	2022
56725460115105	Camarillo Academy of Progressive Education	7	CAPE faculty and staff meet on a regular basis to ensure that all students have access and are enrolled in a broad course of study.  Teachers attend staff development in all academic and social emotional areas to ensure they have the most updated curriculum and best practices for engaging students in their learning process.	"CAPE ensures that all students have access and are enrolled in a broad course of study.  CAPE has one school site and 576 students, so we are able to intervene and provide additional supports quicker than a traditional school district."	CAPE does not have any identified barriers in providing access to all students.	CAPE had previously used a computerized language program and this year will continue the program but add additional time with a live instructor.	Met		6/16/2022	2022
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  Broad Course of Study for Grades 1-6: 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: 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 2021-2022 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 2021-22 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 2022.    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 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 and barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services for 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 Youth 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."	Met		6/16/2022	2022
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 stand-alone CTE programs and therefore staff with CTE certification."	Met		6/21/2022	2022
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 stand-alone CTE programs and therefore staff with CTE certification."	Met		6/21/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
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. Counselors ensure all students have a four-year graduation plan, conduct analyses of schedules and course completion, review marks analysis reports, review AP and IB test results, and work with other administrators to analyze graduation rates and A-G completion rates. 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 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."	"CUHSD’s graduation requirements are in alignment with the A-G requirements, with some exceptions for special education courses and flexible credit recovery at the continuation high school. On average, each student took 5.4 A-G eligible courses, with American Indian/Native American (4.9), English learners (4.7), and students with disabilities (4.0), enrolled at lower rates. There was a range across school sites from 5.1 to 5.7 A-G courses taken on average by students. All comprehensive high schools offer Advanced Placement (AP) or International Baccalaureate (IB) courses. Hispanic/Latino students (15%), English learners (2%), students with disabilities (3%), and socioeconomically disadvantaged (17%) students were less represented in AP or IB courses than their peers overall (29%). There was a range of participation from 17% to 35% of students in AP or IB courses depending on the school site. Nearly 3,400 CUHSD students (38%) were enrolled in one or more CTE courses in 2021-2022, an increase of 4% over the previous year. The representation of English learners was much lower (20%) compared to the overall student population (38%). Participation across comprehensive high school sites ranged from 30% to 44%."	"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 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, emerging multilingual/English learners, or Hispanic/Latino students as for other groups, and this may be due to a 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 and IB 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. Separately, policies and structures are being implemented to support emerging multilingual/English learners. 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. This plan will be further revised and updated by a collaborative group of members of the DELAC, teachers, and administrators in the 2022-2023 school year. 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. CUHSD has also partnered with The Education Trust-West on an Educational Equity Audit and Blueprint process, in part to determine root causes and potential solutions to broaden equitable access to college preparatory pathways."	Met		6/23/2022	2022
58727280000000	Camptonville Elementary	7	"Being a K-8 school, every student in our LEA has access to all grade-level appropriate curriculum. Every student takes ELA, Math, Science, Social Studies, PE, Art, Electives and various other grade level appropriate courses. No student is excluded from coursework."	"Being a K-8 school, every student in our LEA has access to all grade-level appropriate curriculum. Every student takes ELA, Math, Science, Social Studies, PE, Art, Electives and various other grade level appropriate courses. No student is excluded from coursework."	There are currently no barriers.	There are no actions needed at this time.	Met		6/9/2022	2022
07616710000000	Canyon Elementary	7	"We monitor access to textbooks, school supplies, and computer access.  Students are assessed for basic literacy skills and growth, 3 times a year, they also participate in Smarter Balance Interim assessments.  Principal and coaches conduct classroom observations, and monitor student progress."	"We have three classrooms and three teachers. One of our teachers is a veteran teacher with ten years experience. The other two classrooms have new teachers.  We are making progress by providing coaching, trainings, and professional development for our new teachers."	Getting our new teachers trained.	"Side by side coaching for our new teachers. Professional development, trainings, and collaboration days."	Met		6/7/2022	2022
11625540000000	Capay Joint Union Elementary	7					Met		6/22/2022	2022
30664640000000	Capistrano Unified	7	"The District identified a-g completion rate as the measure for access to a broad course of study in 2020-2021, and results indicated that in 2018-2019, 62.7% of students met a-g completion. 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%)."	"Compared to the All Students average of 63.4%, the socioeconomically disadvantaged student group has a gap of 23.7%, the students with disabilities group has a gap of 46.4%, and the English learner group has a gap of 47.7%. The foster youth group is now too small to qualify for a group percentage, however, the rate since 2017-2018 declined 4.9% from 23.1% to 18.2% in 2019-2020."	"Further analysis in 2020-2021 indicated that English and math were the two highest areas that prevented students from meeting a-g completion. It was found that many students meet graduation requirements but may earn a grade of D. Although A-G completion rates have been slowly increasing over the years, in reviewing 2020-2021 data, there are still large gaps in the student group data."	"To provide additional support for A-G completion, funding from the A-G Completion Improvement Grant will be used to  increase access:   1) Counselors-The Futurology College and Career Counselors will assist and support the implementation of the CA College Guidance Initiative (CCGI) roll-out beginning in August, 2022.  They will support outreach and education efforts for specific populations based on needs identified in the data. 2) English Language Development (ELD)-English learners will receive additional outreach and information in their native language so that families and students have targeted support while selecting and completing high school coursework. 3) Foster Youth Support-Counselors will work with existing staff to specifically provide support around A-G completion. 4) College guidance and test prep-The Education Opportunity Program model currently in place in colleges and universities will provide a basis of the type of targeted support and guidance needed to support our first-in-the-family future college students and other underrepresented student populations. 5) Advanced Placement (AP)/ International Baccalaureate (IB)-Expansion of course offerings and bridge courses to prepare students for the rigor of an AP class. 6) Credit Recovery-Support a designated Credit Recovery position not currently in the LCAP for the duration of the grant through 2025/26 with the goal of increasing the number of students who remediate and A-G course with an A-G class."	Met		6/15/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
10101080136291	Career Technical Education Charter	7	"CTEC utilizes a master schedule 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 counseling guidance and support with credit analysis, ensuring their enrollment in all available courses as appropriate by grade level. CTEC provides one-to-one laptops allowing students access to on line curriculum should the need exist."	"All students at CTEC have access to English, Social Science, Foreign Language, Physical Education, Science, Mathematics, CTE courses and up to 60 units of college courses. CTE coursework at CTEC offers industry-recognized certification and college/career readiness. In addition, CTEC's partnership with the State Center Community College District, primarily with Fresno City College, provides all students with the opportunity to obtain an associates degree before graduation."	"CTEC continues to develop its broad course of study, and opportunities for students to gain industry skills and community classroom placement. The barrier to this has proven to be identifying the number of placement opportunities to support all students."	CTEC will continue to review the possibilities of adding internship opportunities within the construction trades and advanced manufacturing fields. Career Technical Education courses will continue to be refined to meet industry skill requirements and offered to all students.	Met		6/14/2022	2022
37735510000000	Carlsbad Unified	7	"CUSD continues to track and measure the extent to which all students have access to a broad course of study in the following ways: graduation rates, a-g rates, CTE enrollment, AP enrollment, VAPA enrollment. AERIES and AERIES Analytics are used to analyze and track data."	"At the K-5 level all students have courses in music, art, and PE as well as all core subjects. K-5 students are provided information on career awareness, take strengths and interest surveys, and participate in lessons on design thinking, coding, and innovation in the STEAM Labs.  Students engage in hands-on experiences through Carlsbad City Hall, Agua Hedionda Lagoon, Coastal Roots Farms, Lego Robotics, and the San Diego Children’s Discovery Museum.T  In grades 6-8, students participate in a broad course of study, including core academic courses and electives in visual/performing arts (VAPA), STEM, Career Technical Education (CTE), and World Language.   In grades 9-12, CUSD’s two comprehensive high schools offer broad courses of study as well as specialized programs. These include STEM (Project Lead the Way), Film, Broadcasting, Speech and Debate, Journalism, and Finance Business pathways as well as VAPA, World Languages, and other CTE classes. The CUSD diploma is aligned to the UC/CSU a-g requirements, ensuring students receive a broad course of study.  Students enrolled in the continuation high school have access to core and elective classes as well as a CTE pathway.   The K-12 independent study program is aligned with the programs at the other campuses.   The district monitors graduation rates, AP enrollment, CTE data, and general course enrollment numbers grade K12 to ensure students have access to a broad course of study."	A barrier in the past was non a-g approved courses in grades 9-12. CUSD has performed an extensive course audit and removed many of these courses from the master schedule. CUSD continues to increase the number of students who take at least one advanced placement course in grades 9-12.	"CUSD continues to implement and refine interventions for students at all grades. Each site has a Multi-Tiered System of Supports (MTSS) process, including specific interventions based on grade level/subject area and student needs, timelines, resources for staff to access, and a system to regularly monitor student progress. CUSD will continue to review data for all student groups to ensure students are accessing content and have supports in place as needed."	Met		6/22/2022	2022
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 electives, CTE, Dual Enrollment, and Advanced Placement (AP) offerings. CUSD has open access to sixteen (16) Advanced Placement courses. 85.2 % of graduating seniors in 2022 participated in AP classes during their high school careers. 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 continued to fine-tune our Dual Enrollment course options to strategically provide more access to students. We are also continually looking at ways to strengthen our career and technical education offerings and pathways.	Met		6/22/2022	2022
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."	Met		5/24/2022	2022
10621661030840	Carter G. Woodson Public Charter	7	"Our school has conducted a survey each year of our stakeholders and in addition, we have reviewed our DASS Board and Data Quest data and modified our plan continually to address areas of improvements. Finally from the needs assessment, the charter works with contracted consultants, technical assistance provider FCSS and site leaders to create a professional development plan identifying areas of growth. The data is collected and compared for growth measuring, professional development needs and modification of student individual learning plans."	"2. Stakeholders work with the leadership team through the school’s School Site Council. The School Site Council receives a progress report semi-annually and is provided with tools for analyzing data, formulating indicators and next steps. The LEA and site leadership team works with stakeholders identifying interventions and barriers to overcome problems preventing graduating specifically among 5-year seniors. As a team, indicators such as (1) Providing resources to assist our students with college, career readiness in order to increase number of students graduating on time or by their original graduation date (2) Providing resources minimizing chronic absenteeism for students missing school due to loss of engagement, learning loses, behavior, and/ or have left school to obtain employment due socioeconomic barriers (3) Analyzing and evaluating data that contributed to decreased graduation rates due to a high number of student suspensions, low attendance, and course failure in order to modify students Individual Learning Plans are determined as indicators for overcoming barriers. The LEA, stakeholder, site leaders and with additional support from contracted consultants work in collaboration to identify appropriate evidenced-based interventions, actions, and how to use funds to best serve the identified needs and inequalities."			Not Met			2022
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 credentialled 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."	Met		6/27/2022	2022
45699140000000	Cascade Union Elementary	7	"Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected schoolwide  learner outcomes for students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed at each siteto include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions."	"All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers (TOSA's) at each campus  Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS Practices and Behaviorist to support appropriate school behavior  Director of Curriculum and Assessment to support implementation of RTI, PBIS Behavior support, curriculum alignment/implementation and assessments  Monthly Principal meetings or designated time for parents and community members to meet with and talk to the Principal  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Foreign language and music are offered at the middle school PE is offered at both the elementary and middle school level"	Providing quality Foreign Language continues to be a challenge as we don’t always have the staff with the knowledge to implement a consistent program.	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		6/8/2022	2022
19643450000000	Castaic Union	7	"Castaic Union School District tracks progress in meeting Priority 7 by annually reviewing courses and 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. Our district students K-8 are also assessed three times a year with a standards-aligned, researched-based ELA and Math diagnostic. The scores from these two assessments also provide data in which to support our students in ensuring that they have access to the core content areas as well as additional opportunities."	"Castaic in a four-school district, with three elementary schools and one middle school. Our middle school offers courses in which 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 all core content areas equally and equitably. Our elementary sites have access to chromebooks, arts integration, music, physical education and STEM activities. Our elementary sites also provide opportunities to work on academic content in order to close gaps in their mastery of standards. Each school has implemented a Learning Center, where intervention teachers work with special education teachers and other staff to provide targeted support around high priority standards.   The Learning Center Staff has been able to collaborate with all staff to ensure services for students attending the learning center are coordinated and aligned. All students K-6 grade have access to all activities as our principals collaborate together when making decisions about courses and other opportunities for all students."	Castaic Union doesn't necessarily have barriers in providing access to a broad course of study for our students. One barrier would include our size and the amount of base and supplemental funds received from the LCFF formula. Most of our funding in providing access for all students comes mainly from our base funds and funds received from donations at the school sites.	"Castaic Union annually reviews the LCAP and revises actions to better support students' access and to provide additional opportunities to broaden their education experience. The review of data helps to inform our district as well as our  Educational Partner groups, as we make decisions regarding the opportunities offered for students. Castaic receives input from educational partner groups such as, PTA, Volunteer Clubs, ELAC/DELAC, staff, administrators, parent/guardians, PAC, community and students. Having the diversity in educational partner engagement helps support the types of course/activities offered to our K-8 grade students."	Met		6/23/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
19647330101659	"CATCH Prep Charter High, Inc."	7	"CATCH Prep's 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 multiple AP courses, Honor courses, College Prep electives, and interventions to prepare all students for the rigors of college. In order to ensure that our students are on-track to meet A-G course requirements, the student’s CATCH-Plan is designed to meet graduation requirements as well as the UC/CSU A-G requirement and focuses on the educational and career goals of the student. Student course schedules are monitored by the Academic and Counselor and Executive Director to ensure graduation. For issues involving academic progress, tutors are always available to a student or a group of students for additional help."	"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 CATCH Prep Charter High School, all students in grades 9-12 have full access to and are enrolled in UC A-G approved courses, Honors, and AP Courses, as well as College Prep Electives. There are no differences in accessibility to courses, across student groups at CATCH Prep Charter High School."	"Currently, 100% of the students at CATCH Prep have full access to a broad course of study. CATCH Prep will continue to monitor this to ensure no barriers arise to change access."	"Currently, no changes are currently planned, as CATCH Prep continues to demonstrate strength over time, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		9/27/2021	2022
40687260000000	Cayucos Elementary	7	"Cayucos Elementary school uses the following strategies to ensure all students have access to a broad course of study.  The master schedule is developed with teacher leaders, ELD teachers, intervention teacher input, special education professionals, VAPA professionals, and vertical articulation in mind.  Additionally, we are able to offer very small math courses in middle school to meet the needs of all students (class size average 10)The schedule is reviewed by the leadership team and administration, then sent to the superintendent for final approval. Because Cayucos is very small (171 ada) we are able to individualize the needs of students and our counseling and administration staff can check all student schedules."	"Cayucos Elementary School District is a one school district, therefore there is not a school site comparison."	"At this time we do not have large barriers to meeting the needs of students.  We have expanded our English Language Development services as our numbers have increased, and we have ample intervention and services for students with disabilities."	"In response to CHKS  and parent input, we have implemented Social Emotional Learning (SEL) curriculum for all grade levels and expanded counseling services to support the needs of students so that they are able to successfully access a broad course of study."	Met		6/29/2022	2022
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. Music courses are offered at all middle schools with students participating in a pull-out program during the day and a dedicated band period at the end of the day. All students regardless of their language level or instructional level have access to participate in music at CAMSA. Students also have access to a wide range of learning opportunities outside of the school day including athletics, ASB, guitar club,, choir, robotics, and STEAM enrichment. All students in grades 6-8 have access to a wide array of elective courses, and students are able to select their desired courses through the use of an elective interest survey. These courses include band, choir, AVID, Action lab, writing and composition, art, robotics, drama, strength and fitness, and career choices. Our advanced 8th grade students have the opportunity to enroll in Algebra at the local high school during zero period. In addition to daily coursework, students have access to participate in math field day, speech, oral language festival, GATE festival, and the science fair. Professional development opportunities will be offered in the area of Next Generation Science Standards."	"Cecil Avenue Math and Science Academy makes every effort to provide all students access to a broad course of study. Potential barriers CAMSA faces is staffing. Staffing is one potential barrier this school faces in providing access to all students. If trained personnel are not available, there is a possibility that certain courses could not be offered at CAMSA. CAMSA recently hired a long term sub to support instruction during the day. This position is much needed to provide the necessary academic support that our students need."	"Cecil Avenue Math and Science Academy will monitor its site master schedule to ensure students have continued access to a broad course of study. A music class was created last year to accommodate the growing interest of students desiring to take music. The class meets during 7th period and performs in various local events around the city. The AVID program is continuing to grow at CAMSA. Students who enter 6th grade and take AVID will move through the course sequence over the span of two years. If students desire to continue in the program, they can enroll in AVID at the high school district for four more years. The STEAM lab will be adding four additional modules last school year to expand student access to more industry sectors. CAMSA also added PLTW automation and robotics as part of its electives. This program will help students understand coding and the intricacies of robotics. It will also prepare them to take courses at Bakersfield College upon completion of high school, entering B.C.’s four year degree program in Industrial Automation. Companies who use automation will pay high salaries to people who can program and operate the various robotics in the warehouses. The POWER program has increased its’ student enrollment this year, as many 6th and 7th grade students are taking advantage of enrichment, intervention, and physical education activities after school."	Met		6/13/2022	2022
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 continues to encourage participation in Cabrillo College classes among our upperclassmen."	"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 and remediating missed skills, reducing the number of options and pathways they can take to satisfy graduation requirements."	"After reviewing our results and our Master Schedule, Ceiba has implemented new AP courses including 2D Art and Design and AP Psychology to increase the breadth of college-level electives for students who are on track to meet our strenuous graduation requirements. This satisfies frequent requests for both AP course options and more challenging electives."	Not Met		10/4/2022	2022
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 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.	Not Met		9/21/2022	2022
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 2021-22 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 career pathway academies 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 seven 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 means of providing access to a broad course of study for all students is the implementation of the 8-period day at Hawthorne, Lawndale, and Leuzinger High Schools. This serves 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 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."	Met		6/28/2022	2022
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 World 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.  In addition, the school has hired ARC to provide supplemental classes after school, available for all students as well as additional tutoring services offered by ARC tutors."	"2. The locally selected measures demonstrate all Central City Value students have access to a broad course of study. Additionally, the school has curricular focus areas which ensure additional opportunities for students. 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 I & II, Geometry, 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 Drawing. Aside from the broad course of study, all students take a values-based seminar for grades 9. Any students struggling academically who have not been identified as SWD are placed in a multi-tiered system 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 multiple EL assistants to help students access the Common Core curriculum.  Supplemental curriculum is also provided when appropriate to support students at their level. All students are provided a Chromebook to access the curriculum."	"3. 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."	"4. 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.  The school has added additional staff to help deal with the increased numbers of newcomers to help them access the curriculum."	Met		6/24/2022	2022
36676450000000	Central Elementary	7	"The Central School District uses local and state assessment data to track and measure all students have access to a board course of study. Regular review of the student data system and enrollment ensure all students are placed appropriately according to grade spans, programmatic needs, and placement with highly qualified and credentialed teachers. Middle schools annually review courses and master schedules to ensure all students, including unduplicated student groups and students with exceptional needs, are receiving access to a broad course of study."	"The Central School District uses local and state assessment data and schedules to ensure all students have access to a board course of study. All schools in the district enroll students in a consistent manner and in appropriate courses that maintain equity and access across all student groups. Courses are reviewed annually for compliance and alignment to state standards, academic and non-academic electives and exploratory career pathway electives."	No barriers are identified.	All schools in the district are enrolling students in courses that promote a broad course of study and maintains equity across all schools and student groups.	Met		6/2/2022	2022
10739650000000	Central Unified	7	"In Central Unified School District (USD), students enrolled in Transitional Kindergarten (TK) through sixth (TK-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 underrepresented 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 elementary 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 underrepresented & 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 underrepresented 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 TK-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 and are referred to the district's Multi-Tiered System of Supports (MTSS) for additional support."	"Based on student academic performance results, Central USD has intensified its focus on ELA and Math. Barriers exist at 7-12 school sites as well. The middle school master's schedule does not always allow underrepresented students access to electives. Underrepresented 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 credentialed 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 transcripts. They assist parents with online applications and carefully monitor attendance and academic performance."	All elementary sites have adopted a science curriculum and 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 underrepresented students. Alternative education sites survey student interest to add VAPA classes for their students. Scheduling revisions for underrepresented students will allow them access to electives and all content areas as the 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 transcripts. 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.	Met		6/28/2022	2022
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 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.	Met		6/15/2022	2022
13631150000000	Central Union High	7	"4 Year Plan/10 Year Plan Academic Plans in AERIES / Course Requests Growing Course List (addition of courses) Student surveys regarding course interests AERIES Reports (CCI, Dashboards, etc.). AERIES Analytics Psych Reports/ Academic Functioning scores for SPED students (info in SEIS) CAL-PADS Reports"	"All students have access to the core curriculum at different levels of rigor (i.e. AP, Honors, CP, Basic, etc.). Acellus has been adopted as a result of credit recovery needs for SPED students on all sites as Edgenuity was deemed difficult/leveled inappropriately. Pathways have been broadened due to student demand of certain courses. Addition of programs such as At-Promise House and Virtual Academy to meet student needs and provide additional courses."	"Time – ELs don’t have room in their schedule to take some courses that they’d like to take.  They take support classes that keep them from taking other desirable courses. Staffing – Not enough teachers to fill certain pathway requests. Facilities – Not enough room to expand sometimes. Socio-economic barriers that keep students from making the cut for certain classes (like SAVAPA).  Low income students don’t make the cut, because they haven’t taken dances classes prior to high school."	"Explore avenues that permit us to expand access in both staffing, availability of courses, etc."	Met		6/28/2022	2022
30664720000000	Centralia Elementary	7	"Centralia Elementary School District (CESD) 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, standards-based report cards are used to track the implementation of a broad course of study. CESD utilizes the CALPADs system for tracking students enrolled in courses for transitional kindergarten through sixth grades. Courses required by Ed Codes are implemented at all grade levels."	"All CESD 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 multidisciplinary and integrated.100% of our students have access to, and are enrolled in, a broad course of study at all sites."	"100% of our students have access to, and are enrolled in, a broad course of study at all sites. There are no barriers identified that prevent our students' ability 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. Additional information about enrollment in courses and the number of courses offered in different subjects at schools is available on the California Department of Education DataQuest web page.	Met		6/15/2022	2022
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.	Met		5/3/2022	2022
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.	Met		6/23/2022	2022
36676520000000	Chaffey Joint Union High	7	"The CJUHSD continuously monitors student progress to ensure all are on track to earn a high school diploma, have access to a broad course of study, have access to courses that meet A-G requirements, and can demonstrate preparedness on the College and Career Indicator. The monitoring procedures include systematic and comprehensive aggregate data and disaggregated data, which equip the District and individual school sites to monitor performance and progress of all student populations. The tools include reports from the District’s student information system as well as reports developed over time by the District’s Office of Assessment and Research.   The District continues to respond to remediation and student academic support needs by offering expanded summer school programs to get students on track to graduate and complete high school through A-G readiness.   The District supports local, school-based curriculum steering committees ensure students have access to relevant coursework. These courses are brought forward to the District for approval. In recent years,  courses adopted include Introduction to Data Science, Mathematics Reasoning with Connections, Financial Algebra, AP Human Geography, and college-level Geography articulated with two Cal State schools. All of these are A-G approved courses. The District maintains more than 36 career pathways high-demand career sectors. Finally, the District has increased access to college courses offered at Chaffey College."	"The District ensures that all students have access to a broad course of study. The District engages in qualitative and quantitative reviews of course offerings, class schedules, school master schedules and staffing, and student performance data to determine the extent to which students have access to a broad course of study.   Throughout 21-22 and now in 22-23, 100% of CJUHSD students have full access to a broad course of study as defined by California Education Code 51210(a)-(i). The CJUHSD complies with SB 359, the Mathematics Placement Act of 2015, to ensure all students are appropriately placed in mathematics classes in a fair, objective, and transparent manner entering grade nine so all students have access to rigorous mathematics instruction. In fact, since this legislation was passed, the students enrolled in four years of mathematics has increased from 67% to 74%. The District is in full compliance with AB1012, which ensures students are not placed in courses without educational content unless specified conditions are met. The District’s School Climate Survey validates the District’s efforts to offer a broad course of study to all students as 96% of staff, 91% of parents, and 95% of students indicated the schools encourage students to take challenging classes no matter their race, ethnicity, nationality, or cultural background. In addition, 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. In 21-22, the District maintained access to a default A-G curriculum for all freshmen that included English, Math, Science, World Language, Visual and Performing Arts, CTE, and more. Except when parents requested otherwise, or specific needs for the student called for a specific course of study, 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 over 23,000 students 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 provided the support and services needed within the general education setting whenever appropriate. Education specialists and paraprofessionals collaborate with general education teachers to help with curricular adaptations, such as accommodations and modifications, small group instruction, re-teaching, and behavior modification strategies. In 21-22, 60% of students in special education programs were enrolled in general education classes 80% or more of their day. This continues to be a priority of the District as it strives to support students in their pursuit of a rigorous curriculum with appropriate support and guidance."	"The District has prioritized access to a broad course of study in its LCAP for 22-23, ensuring that all students may graduate ready for college and careers.  The schedule affords students additional opportunities to take extra classes and receive supplemental support. The District continues to affirm students have access to a broad course of study by monitoring A-G course enrollment, progress toward graduation, AP enrollment across all student populations, freshmen course schedules, the percentage of special education students in a mainstreamed course of study, and other key indicators. The District continues to improve outcomes on the College and Career Indicator and work to close gaps between student populations who graduate prepared.  Programs and practices supporting this vision include, AVID, new course adoptions, staffing, and scheduling. The District continues to increase access to Advanced Placement courses to students. In spring 2022 Advanced Placement exam administration, the District had 2,908 students take 5723 Advanced Placement exams. Each year, district leadership works with Principals to analyze staffing and master schedules to remove access impediments. The A-G Consultant works with the Executive Director of Assessment and Research to develop student plans. Administration and counselors receive reports to ensure students are placed in a broad course of study. These include A-G progress, placement in math/science courses, and English learner placement."	Met		6/15/2022	2022
19647330108878	CHAMPS - Charter HS of Arts-Multimedia & Performing	7	"All students are able to make appropriate choices and pursue a full range of realistic college and career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students. Students have constant support from all the available counselors. Parents, students, and college counselors work as a team to find the best college or a career path for each individual. To ensure that the needs of all students are met, counselors invite college representatives on a regular basis. Students and families meet one-on-one with academic counselors and college counselors to ensure their academic needs are being met. These meetings are held in English and Spanish.  Naviance is used to facilitate college and university applications. The College Counseling department works with students starting in their junior year to ensure they know how to use Naviance and are prepared for the college application process.   Students are also given a four-year Individualized Graduation Plan (IGP) by their academic counselor in their freshman year to ensure they successfully receive all credits needed to graduate and have appropriate coursework that will prepare them for whatever college or career path they plan to take after graduation. Each special education student has an ITP which outlines their goals post high school. There are three components - education, career and independent living."	"Students and families meet one-on-one with academic counselors and college counselors to ensure their academic needs are being met. Counselors push into classrooms across all grade-levels informing them of course offerings, dual enrollment opportunities, programs, that are accessible. Counselors also provide workshops for parents informing them of educational programs, A-G  and dual-enrollment courses. For 9th graders and their families are provided with a counseling program that emphasizes A-G school programming and academic and career pathways that are available at CHAMPS and our local community college partners. For 10th graders and their families are provided with a counseling program that emphasizes investigating student interest and needs in preparation to exploring life post-high school which include taking CTE electives, field trips and workshops with colleges and career professionals. For 11th graders and their families, counselors begin reviewing each student's academic progress in order to support each students transitional goal after high school. They also are provide planning tools that help our families further identify the requirements, honors and advanced placement courses, pursing a 4th year of math, and course requirements for specific colleges and career pathways. For 12th grade students and their families, students are provided content in their classes that prepare students for post-high: resume writing and financial planning."	"Based on community attendance and survey data, parent/guardian attendance is an identified barrier."	"Based on the community attendance and survey data, we have increased the number of communication/reminders to parents in both English and Spanish. We have also increased the number of information sessions we provide our families as well as differentiated the times they are held."	Not Met		8/22/2022	2022
09100900123521	Charter Alternative Program (CAP)	7	"1. Students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and student needs, including special needs students. The instructional staff is 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 new state standards as well as newly adopted instructional materials. With iReady assessments 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."	"2. All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and student 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 of coursework to date, iReady or CAASPP Dashboard data as an initial assessment tool, and teacher/administrative observations, grades, and tracking."	"3. Because the school program is a hybrid (non-classroom based) program where students attend two times per week, the main barrier that can at times limit access to the course of study is for students who may exhibit poor attendance."	"4. 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 iReady assessment 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."	Met		6/21/2022	2022
09100900930123	Charter Community School Home Study Academy	7	"1. Students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students’ needs, including special needs students. Instructional staff are teaching to the 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. With NWEA assessments 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."	"2. All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students’ needs, including special needs students. There is no difference across school sites and/or student groups with regard to access to, and enrollment in, a broad course of study. Locally used measures and/or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include but are not limited to the following: individual intake meetings with students and families, a review coursework to date, NWEA or CAASPP Dashboard data as an initial assessment tool, and teacher/administrative observations, grades, and tracking."	"3. Because the school program is a hybrid (non-classroom based) program where students attend two times per week, the main barrier that can at times limit access to the course of study is for students who may exhibit poor attendance."	"4. 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 State Standards as well as newly adopted instructional materials. Training on CAASPP Dashboard results and/or NWEA assessment 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."	Met		6/21/2022	2022
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.	Met		6/28/2022	2022
09618380107227	Charter Montessori Valley View Campus	7	"The site 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.	All students have access to and are enrolled in a broad course of study.	Met		6/29/2022	2022
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 2021-2022 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."	"The District will continue to monitor and take action in the event barriers emerge, particularly for our student groups with the greatest needs."	Met		6/16/2022	2022
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 an 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.	Met		6/20/2022	2022
37683383730959	Charter School of San Diego	7	"In 2021-2022 the Charter School of San Diego served 1747 students in grades 6-12.  The student demographics include:   Percentage of Students with Disabilities: 22.7% Percentage of English Learners: 14.1%   Percentage of Socioeconomically Disadvantaged: 68.9% Percentage of Homeless and Foster Youth (FY): 5.7%  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 over 70% of students in grades 6-12 that qualify as “high risk”, including credit deficient students and high transient students.      CSSD uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing CSSD from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the current success our school has demonstrated in providing all students with access to a broad and rigorous course of study, no changes are currently planned.  However, this data continues to be reviewed as part of our cycles of continuous improvement."	Met		6/29/2022	2022
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."	"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 enrichment programs, such as Warrior Leadership, Cooking, World Travels, Arts and Crafts, TK Camp, Board Games, Fun with Sports, Creative Writing, and Gardening 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, life skills, visual and performing arts, yearbook, arts and crafts, and sports programs."	"A barrier identified at the middle school level is the limitation on the electives that can be taught school-wide based on teacher credentials.  The middle school mostly consists of teachers with multiple subject credentials.  In the absence of single subject credentials, the school is limited on what electives can be offered school-wide."	"In order to be compliant with credentials and meet the needs of all students, the middle school staff 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."	Met		6/14/2022	2022
20756060132936	Chawanakee Academy Charter	7	"The District uses multiple measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. Our new Information and Intervention Dashboard (PARSE) will assist us in being more proactive in our work. Students with disabilities are monitored and supported 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 Chawanakee Unified students have access to a broad course of study with an emphasis on Project Based Learning.  Our Mission: High expectations through Rigorous and Relevant learning opportunities while developing personalized student experiences by building positive Relationships and Resiliency.  Our Vision: Chawanakee Unified School District will strive to provide rigorous and relevant educational opportunities in order to promote the highest possible student achievement for all students.	"Chawanakee Unified strives to ensure a broad course of study. A barrier is that our K-8 school sites are small, often with only one or two teachers at each grade level. This makes the middles school master schedule and course offerings challenging. We have been and continue to be creative in our approach to offering accelerated course offerings for our middle school students. Our high school programs are well developed and staff in Career Technical Education for AG and Art/Media. We have expanded our Dual Enrollment Programing for high school students. All high school students have the ability to graduate with a significant number of college credits and other certifications. Our Board is in staunch support of Parent Choice on all levels. We offer a hybrid homeschool program located on the Hillside Elementary School Campus."	"In order to ensure a broad course of study for ALL students, the LEA has implemented Multi-Tiered Systems of Support (MTSS); assigned Teachers on Special Assignment to each site to assist site staff in addressing the academic, social-emotional, and behavioral needs of students; and provided professional development to all staff (teachers, classified, administrators) in Project Based Learning, high quality first instruction, and differentiated instruction.  Our Student Services team supports site principals, teachers and support staff in providing instruction through the adopted social emotional learning curriculum (Second Step and Base Ed). The site and district MTSS Teams use data 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 providing targeted intervention to mitigate achievement gaps, more students will be able to access a broad course of study."	Met		6/21/2022	2022
20756060000000	Chawanakee Unified	7	"The District uses multiple measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. Our new Information and Intervention Dashboard (PARSE) will assist us in being more proactive in our work. Students with disabilities are monitored and supported 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 Chawanakee Unified students have access to a broad course of study with an emphasis on Project Based Learning.  Our Mission: High expectations through Rigorous and Relevant learning opportunities while developing personalized student experiences by building positive Relationships and Resiliency.  Our Vision: Chawanakee Unified School District will strive to provide rigorous and relevant educational opportunities in order to promote the highest possible student achievement for all students.	"Chawanakee Unified strives to ensure a broad course of study. A barrier is that our K-8 school sites are small, often with only one or two teachers at each grade level. This makes the middles school master schedule and course offerings challenging. We have been and continue to be creative in our approach to offering accelerated course offerings for our middle school students. Our high school programs are well developed and staff in Career Technical Education for AG and Art/Media. We have expanded our Dual Enrollment Programing for high school students. All high school students have the ability to graduate with a significant number of college credits and other certifications. Our Board is in staunch support of Parent Choice on all levels. We offer a hybrid homeschool program located on the Hillside Elementary School Campus."	"In order to ensure a broad course of study for ALL students, the LEA has implemented Multi-Tiered Systems of Support (MTSS); assigned Teachers on Special Assignment to each site to assist site staff in addressing the academic, social-emotional, and behavioral needs of students; and provided professional development to all staff (teachers, classified, administrators) in Project Based Learning, high quality first instruction, and differentiated instruction.  Our Student Services team supports site principals, teachers and support staff in providing instruction through the adopted social emotional learning curriculum (Second Step and Base Ed). The site and district MTSS Teams use data 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 providing targeted intervention to mitigate achievement gaps, more students will be able to access a broad course of study."	Met		6/21/2022	2022
29663160125013	Chicago Park Community Charter	7	All students in Grades TK-8 have access to state adopted curriculum and are enrolled in all core subject areas.	"As a dual immersion school District (two school on one site with each class containing charter and public-school students), there are no differences between sites or student groups because all students are enrolled in core academic subjects and have access to state adopted curriculum."	"As a small school District with zero EL students and a relatively low socio-economic population, we are not challenged with the barriers of providing access to a broad course of study for all students.  Evidence of this is demonstrated by no subgroups below a green rating."	"The LEA will continue to analyze local and states assessments, monitor ELPAC progress, and continue to implement research based effective teaching strategies to assure access to a broad course of study for all students."	Met		6/23/2022	2022
29663160000000	Chicago Park Elementary	7	All students in Grades TK-8 have access to state adopted curriculum and are enrolled in all core subject areas.	"As a dual immersion school District (two school on one site with each class containing charter and public-school students), there are no differences between sites or student groups because all students are enrolled in core academic subjects and have access to state adopted curriculum."	"As a small school District with zero EL students and a relatively low socio-economic population, we are not challenged with the barriers of providing access to a broad course of study for all students.  Evidence of this is demonstrated by no subgroups below a green rating."	"The LEA will continue to analyze local and states assessments, monitor ELPAC progress, and continue to implement research based effective teaching strategies to assure access to a broad course of study for all students."	Met		6/23/2022	2022
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% in 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% in 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 has historically been a lack of scheduling flexibility for individual students due to limitations inherent in the school schedule, particularly in grades 9-12. For the 2021-2022 school year, one of our two comprehensive high schools implemented a block schedule, allowing students broader access to courses. The other comprehensive high school will implement a block schedule for the 2022-2023 school year."	"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 2022-23 school year, both comprehensive high schools 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 2022-2 school year, Chico Unified will employ reading teachers at each elementary school site to continue supporting basic reading skill instruction."	Met		6/29/2022	2022
04615316113765	Children's Community Charter	7	"The criteria to meet a broad course of study is as follows: Course of study for grades 1-6 English Mathematics Social Science Science Visual and Performing Arts Health PE Course of study for grades 7-12 English Social Sciences Mathematics Foreign language Science Visual and Performing Arts Applied Arts PE Career Technical Education All students in grades 1-8 at CCCS participate in Common Core State Standards aligned English, Mathematics, Social Studies, Science, Health, and Physical Fitness. Visual and Performing Arts are administered in class by the General Education teacher. Class plays and/or singing performances are a common annual experience at Children's Community Charter School. All students in grades 6-8 at CCCS participate in all of the above plus a unit on Careers where students research careers and do a report and presentation. Our middle school students also have opportunities to participate in CTE courses such as; Finance, Veterinarian Pathway, Preschool Teacher Pathway, Aeronautic Pathway, Maintenance and Janitorial Pathway, etc. An area to grow for CCCS is offering more applied science classes. Due to funding shortages and the expectations to have properly certified teachers, CCCS will have to be more creative in finding volunteers in the workforce to expose students to the applied arts field."	See above.	One barrier is access to a foreign language.  This proves to be tricky due to qualified credentialed teachers and funding for a sustainable teacher.	We will continue to explore finding qualified teachers and seeking long-term funding to support the increase in salaries.	Met		6/9/2022	2022
19647336119531	CHIME Institute's Schwarzenegger Community	7	"Students in grades TK-5h are enrolled in a heterogeneous, self-contained classroom by grade level. Groups of students include students who are typically developing, gifted, have exceptional needs, as well as come from varying socio-economic, ethnic and culturally diverse backgrounds. All students in all classrooms have equal access to and are enrolled in a broad course of study including core academic subjects, Physical Education, Art, Music, Drama and Library time. CHIME uses Power School as the selected tool, to track students' placement in classrooms.  Students in grades 6th-8th are enrolled in heterogenous classes based on grade level and subject. Classes of students include students who are typically developing, gifted, have exceptional needs, as well as come from varying socio-economic, ethnic and culturally diverse backgrounds. All students have equal access to and are enrolled in a broad course of study including core academic subjects and elective choices. Elective choices include: Visual Arts, Drawing, Environmental Studies, Debate, Band, ASL, Spanish, Library Assistant, Podcasting/Coding and Strength and Conditioning. CHIME uses Power School as the selected tool, to track students' placement in all courses."	All students in grades TK-8th have equal access to and are enrolled in a broad course of study.	"Currently, there are no barriers preventing CHIME from providing access to a broad course of study for all students."	"At this time, all students have equal access to and are enrolled in a broad course of study."	Met		6/28/2022	2022
36676780000000	Chino Valley Unified	7	"Broad courses of study and programs for respective grade spans are regularly reviewed and maintained in governing board policies, the LEAs student information system (Aeries), and on respective department websites. Students and families are provided more detailed descriptions and options through student and parent 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. College and Career indicators such as UC/CSU readiness (disaggregated by special populations and programs), CTE Pathway Completion, and Work-based Learning participation."	"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. Annually, the departments of Special Education, Access and Equity, Assessment, and Secondary Curriculum and Instruction guide site leadership through data analysis and SMART goal development that puts into place Action Steps designed to address all students’ access to broad course of study, including unduplicated populations."	"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. Additionally, in the area of Career Technical Education, annual meetings are held to review, revise, and implement action steps identified via the CDE’s Comprehensive Local Needs Assessment that is part of the requirements for Perkins Grant monies. The District’s CTE Advisory Committee made up of students, teachers, parents, and community educational partners help develop these action steps."	Met		2/17/2022	2022
20651930000000	Chowchilla Elementary	7	"CESD does a review during preparation for the Williams Compliance Review each year to ensure that all students have access to sufficient materials, and are enrolled in a broad course of study, including electives at the middle school, and that students with exceptional needs have those needs met.  Grade-level and department teams meet weekly to analyze and discuss data and calibrate instruction to ensure equitable access to core content for all."	"Most schools in Chowchilla are grade-specific and as a result, students will attend each of the schools as they progress from TK-8th grade.  Grade-Level teams and site/district administration work to ensure access to a broad course of study for all students.  Recently, Stephens and Fuller Schools were realigned so that they both serve TK-2nd Grade.  Staff at both sites work 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 of each site will be maintained as they support all students being able to access an aligned and calibrated broad course of study.	Met		6/20/2022	2022
20652010000000	Chowchilla Union High	7	"All students are exposed to a presentation about graduation that includes A-G requirements and course offerings every year.  This presentation explains CTE pathways, the advantages of competing one, and how to begin one.  A credit evaluation is also completed with every student and sent home via Parent Square 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 course requests."	"At CUHS, 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 levels. 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.    At Gateway High School, the staff is using Edgenuity. The goal behind this was to expose students to college prep classes that include instruction from a credentialed teacher.  Edgenuity also provides translated text and annotation tools while instructional videos play.  Students can pause and rewind videos. Edgenuity offers variety of CTE electives and a broader selection of electives overall.  Gateway High School continues to have a morning and afternoon cohort, doubling the capacity at the site."	"For CUHS as well as Gateway High School, staffing and space are a barrier as CTE pathways have grown at the comprehensive site and the continuation site has doubled its enrollment with  two cohorts a day. Although a reduced effect for 22-23, both sites continue to work with students’ credit deficiency caused by the pandemic and school closures."	"Gateway High School plans to continue to explore credit recovery options in their programs so that students are better able to attain the required graduation required for their diplomas. Based on LCAP feedback, the District plans to explore seat-time CTE classes for Gateway High School  CUHS plans to focus on broadening CTE pathways as well as increasing opportunities for students to obtain college credits while enrolled in high school.  Although reduced, CUHS plans to continue to offer summer school and credit recovery for students to complete credits towards graduation. CUHS plans to continue to establish PLCs to make data-driven decisions to instruction in the classroom."	Met		6/13/2022	2022
45104540111674	Chrysalis Charter	7	"At Chrysalis our Field Studies, enhancement period, and PE teacher allow all of our students to experience a broad course of study. In addition, our 6th - 8th grade students experience Latin roots and terms in their ELA and Science courses. We track these measures through our master schedule. Students with exceptional needs are provided services with our resource teacher."	"All of our students have full access to this broad course of study. This year our enhancement period allowed for all students to receive pull-out services during their enhancment time, eliminating students from missing the general education setting for increased services."	"Due to our small size, we do not have access to specialized teachers in music or art, but rather incorporte these subjects into the regular classroom course of study"	We will continue to encourage outside agencies and programs to come in on an as available basis to offer additional art and music opportunities.	Met		6/15/2022	2022
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 monitoring 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-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."	Not Met		7/13/2022	2022
37680230000000	Chula Vista Elementary	7	"Access to each of the following courses, for all students: ELA, ELD, mathematics, science, social science, PE, and VAPA for all K-6 students. Additionally, priority workforce sector experiences exist for all 5th and 6th graders, and some 4th 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, PE, 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. All 4th grade students also experience the 'Health Station' at the Elite Athlete Training Center.  Additionally, TK-6th grade (and 7th-8th charter) students have access to standards-based, hands-on science experiences in coastal education at the 'Living Coast Discovery 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 City of Chula Vista and the creation of a 'Sound Station.' CVESD is exploring a future experience around life sciences. 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 structure. An intense focus on equity has been integrated into the instructional focus statement and will be well aligned with all professional development delivered through this structure.	Met		6/15/2022	2022
37680236115778	Chula Vista Learning Community Charter	7	"The Chula Vista Learning Community Charter School was established in 1998 and fosters a school wide dual-language program that intersects with social justice/human rights education, global perspectives and community engagement. The school's vision believes in the full potential of each and every individual to act with integrity and to create their own knowledge. The school provides all students access to core content by increasing the quality and quantity of reading, writing, and problem-solving across disciplines. Students are able to clarify their thinking, process ideas, and precisely communicate understanding effectively verbally and in writing. The school's mission was created to respect students as intellectuals as they develop their individual and authentic self. Access to high quality standards, the guiding principles of MicroSociety, service-learning projects, and internships focus on expanding language, developing core ethics, and building knowledge across content areas. The school uses the following to monitor student access and enrollment in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs: parent conferences, academic counseling, master schedules, A-G course schedule, Advanced Placement courses, university coursework, reports of progress, student-led project presentations (language arts, mathematics, science, history/social science, language acquisition, study abroad, etc.)."	"At the Chula Vista Learning Community Charter School all students in grades Transitional Kindergarten through 12th have access to and are enrolled in core content courses English Language Arts, Mathematics, Science, History/Social Science, and Physical Education (gifted and talented, honors, advanced placement). In addition, students receive instruction in designated and integrated language development. Students in the elementary school have access to and are enrolled in service-learning, art, and innovation. Students in the middle school or enrolled in theater, foreign language, music, organized sports, broadcasting and dance. Students in high school have access or enrolled in film/theater, dance, music, journalism, college pathways, and organized sports."	"100 percent of all students at the Chula Vista Learning Community Charter School have access to a broad course of study. Continuous monitoring of the instructional program ensures that challenges, barriers or implications arise are appropriately addressed."	"Students have access to a broad course of study. Through our continuous monitoring, partnerships with local universities/community colleges, as well as international schools, The Chula Vista Learning Community Charter School continues to strive in providing students with a wide range of courses to fulfill its mission and vision."	Met		6/13/2022	2022
33671736032411	Cielo Vista Charter	7	"CVC has identified student enrollment as a tool and measure 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 groups, and individuals with exceptional needs are served."	"Over the course of the past 2 years, CVC has 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 increased 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 must work with.  We also will be moving away from having our students fill out applications for course access in the future.  Our 7th grade students are given the opportunity to choose Spanish 1 (A G approved course) as an elective and all 8th grade students participate in either Spanish 1 or Spanish 2 depending on their prior experience."	"Barriers that may prevent students from accessing courses are master schedule, staffing, and teacher credentials."	"CVC continues to address student needs as part of providing a high quality education. Teacher and school wide incentives are put in place to increase engagement and attendance  Home visits, teacher, CVC admin and staff make personal phone calls home to connect with families and provide resources as well as remove barriers for our students and families. CVC works 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. An advisory period has been added to our middle school schedule in order to address the following needs: Social Emotional learning, increasing school connectedness as well as College and Career Readiness and exploration. 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 individual student. Other actions to improve instructional access and outcomes can be viewed in the LCAP at www.cielovistacharter.com"	Met		6/28/2022	2022
35674620000000	Cienega Union Elementary	7	All students are enrolled in a broad course of study.  This is evident by the daily and weekly schedule that is kept at Cienega School.  Students study a broad range of subjects and complete coursework that corresponds with standards.  All unduplicated student groups are served in an inclusive enviroment.	"In our school district, Cienega is the only school site.  On our campus, students have access to a wide range of instructional materials, that relate to their specific academic needs and grade level.  Due to Cienega's small size, instruction can be further tailored to the specific needs of the students."	There are no known identifiable barriers.	"Cienega School is currently working to ensure that students continue to have access to a broad course of study.  In the 2022-2023 school year, updated ELA, ELD, and Math curricula will be trialed and implemented.  The staff will attend an arts-focused professional development and improvements will continue to be made to the current PE learning equipment"	Met		6/7/2022	2022
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 student's learning styles, remediation, and accelerations. Lastly, students participate in informal and formal assessments in each of their courses within either the online curriculum platform, through units in textbooks, or verbally by the Advisory Teacher. 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."	"This year COIL was able to continue to offer remote options for student to attend their direct instruction classes with an option to attend in-person. For example, 35% 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. Since the pandemic, COIL has 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 regularly and incorporates them formally into the regular daily business processes. The use of Renaissance Learning, online curriculum, and support, as well as remote support sessions are all tools and strategies that COIL has adopted to help remove barriers for students. 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."	Met		6/14/2022	2022
19647330140749	Citizens of the World Charter School East Valley	7	"Citizens of the World – East Valley, a newly established charter school, opened its doors to the community this past fall serving 163 students in grades TK-1 with student demographics that include 59% White, 17% Hispanic, 16% 2+ Races, 4% Asian; 3% African American, 7.4% Students with Disabilities (SWD), 0.6% English Learner, 18% who qualify for free/reduced lunch.  The mission of Citizens of the World Charter Schools East Valley (CWC - EV) is to provide a socio-economically, culturally, and racially diverse community of students in the heart of the San Fernando Valley 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 – East 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 – East 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 demonstrate 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 – East 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 to accessibility to courses, across student groups at Citizens of the World – East Valley."	"Currently, 100% of the students have access to a broad course of study and Citizens of the World – East Valley will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Citizens of the World – East 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."	Met		6/15/2022	2022
19647330122556	Citizens of the World Charter School Hollywood	7	"Citizens of the World – Hollywood (CWC-HW) is a TK-5 WASC-accredited public school that serves 430 students with demographics that include - 39% White, 34% Hispanic, 13% Asian, 7% 2+ Races, 5% African American, 2% Filipino, including 10% Students with Disabilities (SWD), 15% English Learners (EL), 0.7% Homeless Youth (HY), and 45% Socioeconomically Disadvantaged (SED).   Our mission 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-HW 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-HW 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 demonstrate 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-5), Performing Arts (4-5), Art (TK-5) and Multicultural Studies (Gr 4-5) courses.  There are no differences to 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."	Met		6/15/2022	2022
19647330126193	Citizens of the World Charter School Mar Vista	7	"Citizens of the World – Mar Vista is a WASC-accredited serving approximately 555 students in grades TK-8 with the following student demographics: 43% Hispanic, 30% White, 13% African American, 7% 2+ Races, 4% Asian, 1% Filipino, including 12% Students with Disabilities (SWD), 12% English Learners (EL), 1% Homeless Youth (HY), and 52% 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 demonstrate 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-8), Robotics, and SEL: Yoga/Mindfulness (TK-5) courses.  There are no differences to 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."	Met		6/15/2022	2022
19647330126177	Citizens of the World Charter School Silver Lake	7	"Citizens of the World – Silver Lake (CWC-SL) is a WASC-accredited serving approximately 798 students in grades TK-8 with the following student demographics: 43% Hispanic, 27% White, 8% African American, 7% 2+ Races, 12% Asian, 3% Filipino, including 14% Students with Disabilities (SWD), 16% English Learners (EL), 0.1% Foster Youth (FY), 0.5% Homeless Youth (HY), and 56% Socioeconomically Disadvantaged (SED).  Our mission 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-SL 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-SL uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed."	"An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At 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), Multi-cultural Studies (Gr 3-8), Art (TK-8), and Performing Arts (Gr 6-8) courses. There are no differences to 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."	Met		6/15/2022	2022
19647330139832	Citizens of the World Charter School West Valley	7	"CWC-West Valley serves approximately 173 students in grades TK-2 with the following student demographics: 42% White, 27% Hispanic, 9% African American, 17% 2+ Races, 1% Asian, 4% Filipino, including 10% Students with Disabilities (SWD), 4% English Learners (EL), 1% Homeless and 31% Socioeconomically Disadvantaged (SED). Currently our school does not have any students identified as Foster Youth (FY).  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 demonstrate 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 to 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."	Met		6/15/2022	2022
30103060134940	Citrus Springs Charter	7	"Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when TK-8 students enroll, they are placed in required courses. Academy and Homeschool TK-8 students have access to several elective/thematic and all core courses. The homeschool boxed set includes ELA, history, and science. Math courses are chosen by homeschool parents based on preferences, learning, and teaching styles. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment. 8th-grade students have access to high school-level math and language courses. For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas to ensure that all students are enrolled in required courses of study and complete their graduation requirements with their cohort. We assess all 9th-grade students for interventions and they are all enrolled in Algebra 1 if not previously completed, with iReady Math support when needed. 9th-grade students that completed Algebra 1 in middle school, will be enrolled in the next level math course (Geometry). In addition, the Director of High School Programs reviews program schedules to ensure students are enrolled in a broad course of study. Academy and Homeschool 9th-12th grade students have access to several elective/thematic courses and CTE pathways on-site and online. School counselors create 4-year plans based on student goals."	"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. All 9th-grade students are assessed in math to determine interventions and support. IReady Math Bridge is used to fill gaps on their way to Algebra 1 completion. Also, the new POP program allows for mastery of the A-G LOTE and VPA requirements to fit into the college and career options that all students need to complete as part of the Post-Secondary graduation requirements. All CTE courses and dual enrollment courses are offered to all schools with 9th-12th grade levels.  Spanish and French courses are offered online through the rigorous VHL program. American Sign Language and music has been added to the virtual course offerings for all programs in high school. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs."	"As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study. The staff has been trained on virtual meeting platforms, effective hybrid instruction, and how to engage families and students with the LMS. The Instructional Support Department and CTE department are ensuring all students have access to all courses regardless of location for all high school students through the use of Canvas, workshops, and seminars. This includes offering Physics, Pre-Calc, and Probability and Statistics to all high school students in an online course with synchronous sessions."	"In High School, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Math Bridge, Reading Essentials, and Writing Essentials. Programs used are Write Score, Reading Plus, and i-Ready. In Tk-8, the LEA has added to the i-Ready Diagnostic and Online Instruction to include the Toolbox which contains both student and teacher-facing resources for small group instruction, one on one support, intervention, and acceleration. The school adopted VHL for Spanish and French as options in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study. The LEA expanded student access to live teaching. Students have access to live seminars with single-subject specialists weekly via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network. Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards to create an engaging and rigorous program for each student."	Met		6/7/2022	2022
38684780107300	City Arts & Leadership Academy	7	City Arts and Leadership Academy (CAL) requires all students meet California’s A-G requirements in order to graduate. All of our students are eligible to take rigorous college focused classes.  Our college counselors work with students through their tenure at CAL to ensure they take the classes necessary to meet the A-Gs.	City Arts and Leadership Academy (CAL) is a charter school focused on providing a college preparatory curriculum for its students.  Approximately 52% of CAL’s students in the 21-22 school year qualified for free or reduced price lunch.  100% of our seniors applied to 4 year colleges and 82% were accepted.	CAL provides a rigorous college focused curriculum for all of our students.	We are celebrating our success in ensuring students meet the A-G requirements and are accepted to college.	Not Met		11/10/2022	2022
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. Changing courses every few years and updating A-G course descriptions allows for curriculum to be updated frequently. With implementing a full time art teacher, students have a broad range of visual and performing art courses. 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."	"Our ability to offer a wider course selection can be limited by our staff size. The size of our staff is based on the number of students we have and since we have a smaller school, we have a smaller staff."	"Yet, we have expanded our active education, STEM and art courses, and electives. We also have a partnership with City College Outreach to assist Seniors in applying to the Promise fund. High School are also eligible to take classes at our local community college and we assist in the application process. We also take our seniors on college fields trips to expose them to new fields of study. We have increased our teacher retention the past three years and have added an extra math teacher to offer a diverse selection and smaller class sizes."	Not Met		9/27/2022	2022
19646341996529	City Honors International Preparatory High	7	"All students  have access to a rigorous course of study through a diverse offering of instructional opportunities and materials for students in grades 9-12. Locally selected measures are compiled and tracked in AERIES, the school’s Student Information System. These measures include the following: CAASPP data, Special Education enrollment, A-g course participation, CTE participation, course enrollment, community college dual enrollment.Our high school graduation requirements ensure every high school student takes a broad course of study. All students are administered a diagnostic assessment in ELA and math during the first month of school and throughout the semester. Results from these assessments are used to formulate an individualized learning plan that meets the needs of each student and to track progress in those academic areas.  Students who score below grade level on the District assessments are provided additional support through the school’s intervention program (i.e. targeted tutoring and instructional materials etc.) to close the achievement gap.  The Special Education Department uses a variety of standardized measures to assess eligibility for Special Education for all areas of suspected disability. There are also other standardized assessments that are utilized for assessing in the areas of Speech and Language, Mental Health and Occupational Therapy."	"100% of our students are enrolled in a broad course of study. All classes are A-g approved.  Students in grades 9-12 can select from a list of a-g approved courses at the school. Currently, students are able to complete a CTE certification in several different career pathways.  The school counselor works individually with each student in grades 9-12 to help them design a broad course of study to meet each student’s needs. The outcome of those meetings is the creation of a 4-year planner that outlines the courses and methods of instruction that will best suit each individual. This planner is revisited and updated each year. For students who have an IEP, their RSP teacher is invited to the meeting to ensure a seamless course of study between in general education courses.  We are able to serve many different sectors of exceptional students. Students who choose an accelerated course of study are able to take honors, AP, and college courses during their time in high school. Our school offers more than  10 college courses per year through our local junior college partner."	"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."	Not Met		10/5/2022	2022
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 with German being added in 2022-2023.  The AVID program has been implemented at all secondary schools and five elementary schools.  ELs, SEDs, and Foster Youth are given extra points on the criteria selection form for the AVID program.  CUSD offers both the Baldy View Regional Occupation Program and District operated programs to ensure students have access to career technical education coursework.  CUSD offers an early college program through Citrus College.  Courses are offered at both Claremont High School and San Antonio High School at no expense to the students.  The district offers an elementary music program to students in grades 4th-6th and students are provided musical instruments if they cannot rent or purchase their own, ensuring participation, if desired.  Every school site has a Site Art Lead Teacher (SALT) to ensure that the arts are being integrated into other content areas.  These SALTs are also trained in Teaching English Learners Through the Arts (TELA).  The District ensures that cost of AP, IB, and PSAT exams are not a barrier and provides all or partial funding for 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”.   Our Intermediate School will be adopting a new daily bell schedule for 2022-2023 which will help address this issue.  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.  In 2021-2022, we offered online Credit Recovery classes to help address this barrier.  We will continue to investigate other options for credit-recovery outside of the traditional school day to make it more accessible to students while allowing them to enroll in elective courses."	"To reduce the failure rate in Integrated Math I, the high school offers a two-year course (Integrated Math IA/IB).  In 2021-2022, CUSD was approved as an International Baccalaureate Middle Years Program (IBMYP) candidate program. The IBMYP is offered in Grades 7-10 and is inclusive by design, i.e., students of all interests and academic abilities can benefit from their participation.  While professional development was a challenge in 2021-2022 due to COVID-19 restrictions and lack of substitutes, we continued to offer it virtually and have a robust professional development scheduled for 2022-2023.  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.  At the elementary level, articulation among grade level teachers across sites will continue in order to ensure the fidelity of curriculum integration.  At the secondary level, vertical articulation among academic departments will be reinstated to better prepare students for course advancement.  Additionally, secondary teachers will be provided time in their academic departments time to adequately analyze longitudinal student achievement data to better inform their review of course prerequisites which directly affects access to introductory and, in turn, advanced UC/CSU A-G approved courses.  As part of the LCAP process, District leaders conducted secondary student focus groups to ensure the student voice is heard."	Met		6/24/2022	2022
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 electives. The school has highlighted CTE course requirements during the development of the IGP.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  Students also receive instructional funds allowing them to select course curriculum and 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), progress reports (grades 9th-12th), 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 a broad 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)."	Met		6/6/2022	2022
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."	"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."	Not Met		9/12/2022	2022
37681060111195	Classical Academy High	7	"For grades 9-12 based on Classical Academy High School’s charter and course catalog, students have access to a comprehensive selection of courses to meet graduation requirements. All students including all sub groups may enroll in all courses. Enrollment in courses is tracked through our Student Information System."	"100% of students, are enrolled in courses outlined in the charter in grades 9-12 as outlined in the charter and the course catalog, including A-G, Advanced Placement, and electives."	"In grades 9-12, no barriers are identified at this time that are preventing access to courses for any students in any subgroups"	"Classical Academy High School will continue to review and evaluate student access to a broad course of study as defined in its charter so that each student has access to a rigorous and engaging, broad course of study. As barriers or access issues come up, Classical Academy High School will make corrections in its practices to fulfill our goal of all students growing and learning."	Not Met		9/12/2022	2022
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."	"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, Classical Academy Vista will make corrections in its practices to fulfill our goal of all students growing and learning."	Not Met		9/12/2022	2022
10621090000000	Clay Joint Elementary	7	"We used teacher-created assessments and trimester grades to ensure 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.  IN 2021-2022  98% 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. In 2021-2022 97% of all K-8 students received a C or better in social studies for the school year.   Clay is maintaining access to and enrollment in a broad course of study for all student groups as the high percentages indicate.	Clay experiences no barriers.	No revisions or new actions are needed.	Met		6/14/2022	2022
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. EL students classified 2 or below are scheduled into an ELD 2 course where they receive extra support in academic language development. All EL students are identified in the school’s SIS in order to ensure communications and academic programming needs are met. The BSU has increased outreach to families to ensure academic opportunities and goals are being addressed at the family level. The SIS is also identifying these subgroups of students in order to track progress and respond to need in a timely manner. 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 through 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.  Limitations in outreach to our communities  during COVID 19 are lifted and we are actively considering and researching ways to expand out digital outreach beyond Facebook and Instagram to increase our social media presence such as twitter, TikTok, etc. As an initial source of on site community contact, the school’s MFT will facilitate a newcomer support group. We will look to expanding this premise to the larger community in order to elevate a welcoming, inclusive environment where potential applicant know they will be supported."	"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. Examples of this include revamped School Website that makes accessing information much more available, increased collaboration with leaders in surrounding districts, and increased community partnerships with feeder schools."	Not Met		11/9/2022	2022
29663240000000	Clear Creek Elementary	7	"Upon review of grade level schedules and state adopted curriculum available to our students, our district provides all students including our unduplicated students and students with exceptional needs access to a broad course of study.  We provide standards aligned curriculum in all four core academic areas: ELA, Math, Social Studies and 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 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.  We offer students 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 service and instructional time for all students including our unduplicated students by maintaining certificated staffing at a level that provides single grades and small class sizes and attempt to provide after-school tutoring based on available staffing.  *Increase and improve services to English Learners and low income students achieving below grade level expectations, we will employ a full-time Intervention teacher to provide 1-1 and/or small group support in ELA and math.  *To build a strong knowledge base and narrow the achievement gap beginning with our youngest students, we will increase daily instructional minutes for TK and Kindergarten students from 180 to 240 minutes per day."	Met		6/21/2022	2022
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."	Met		6/29/2022	2022
49706560000000	Cloverdale Unified	7	"In order to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served, the District reviews course enrollment totals and monitors the master schedules and course catalogs of the secondary school. Data reviews occur at the administrative level regarding the number of the aforementioned groups in particular courses including Advanced Placement, Honors, and Career and Technical Education courses. Staff reviews the number of students completing the A-G requirements and analyzes the students completing CTE pathways. Discussions with staff regarding areas of need in terms of particular course offerings occur at the District and site levels. The District is also responsive to both student and family requests regarding course options."	"All students have access to a broad course of study. At the middle and high school levels, students designated as English Language Learners, unduplicated pupils, or individuals with exceptional needs have the opportunity to select an elective(s). All students are encouraged to take a variety of courses to expose them to both college preparatory and career technical education classes. The District has sought to expand its elective course offerings to both the middle and high schools. Courses for the middle school include but are not limited to: Art, Computer Applications, Engineering, Drama, and Yearbook. Courses for the high school include but are not limited to Art, Drama, Maker (I,II), Farm to Table (I,II), Studio Art, Media Design, and Media Publications. The high school also utilizes UC Scout and Acellus to support additional courses and credit recovery. Continued efforts need to be devoted to encouraging and preparing English Language Learners, unduplicated students, and students with exceptional needs to enroll in and maintain appropriate academic standing in more advanced courses. The needs to be increased recruitment and encouragement of students completing the A-G requirements, enrolling in both AP and CTE courses. At the high school level, the District has implemented a co-teaching model that pairs a general education teacher with an education specialist in a variety of A-G courses to ensure with exceptional needs have the necessary academic supports to succeed."	"The District has identified the following barriers preventing access to a broad course of study for all students: not all students and families have the necessary information to access all academic possibilities including an understanding of the A-G requirements that lead to postsecondary college and career options; and there are not sufficient Tier 1  interventions in every course to help students successfully achieve the academic requirements necessary for completion. There are no barriers to enrollment for students other than the prerequisite coursework in an academic pathway, however, more effort needs to be made to encourage English Language Learners, unduplicated pupils, and students with exceptional needs to enroll in Advanced Placement and Career Technical Education courses and pathways. The District needs to counsel both students and parents to develop an understanding of the significance of the A-G and CTE pathways."	"To ensure access to a broad course of study for all students, CUSD is working to communicate the importance of developing academic plans for high school students. The high school is undertaking efforts to improve the communication between students and parents regarding the A-G requirements and CTE pathways. Emphasis will be placed on increasing the graduation rate and implementing Tier 1 supports for unduplicated students. The District has expanded its course offerings and access to credit recovery through online learning platforms. The additional offerings to increase student engagement with desired courses, and the ability to remain in good standing for high school completion. The District will increase its focus on providing professional development that addresses early literacy interventions, Tier 1 instructional strategies, and data discussions to interpret student progress and needed differentiated teaching strategies. The staff will also have the opportunity to partake in GLAD training which informs educators how to support English Language Learners access curriculum and increase English proficiency.  Through the A-G grant in the 2022-23 school year, the District will increase counseling support at the high school with the hiring of a College and Career counselor. This position will be dedicated to increasing the number of students who meet the A-G and CTE requirements, support the middle school and create vertical articulation between the two sites."	Met		6/15/2022	2022
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' 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 third 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."	Met		6/22/2022	2022
10621170118018	Clovis Online Charter	7	"Clovis Online Charter School 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. We 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 and Transition Team members work closely with all students to develop awareness and ensure access to a broad course of study. Transition team members work specifically to support unduplicated student groups. School sites analyze master schedules to determine if unduplicated student groups and individuals with exceptional needs are enrolled in a broad course of study. Clovis Online utilizes Xello, a College and Career Readiness program for grades 6-12 to provide students with the opportunity explore lessons and activities tied to career and college opportunities."	"Clovis Online 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 identifies 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 annually at each site.  The district along with Clovis Online are committed to expanding equitable opportunities for all students to have access to dual enrollment courses at the high school level."	"The following barriers are being examined to assist in student access to a broad course of study: the nature of virtual schooling, prerequisite course requirements, number of dual enrollment opportunities, and lack of access to CTE pathways."	"New Actions/Services were added to the LCAP to ensure access to a broad course of study for all students. Revisions included: intervention opportunities, increased social-emotional supports, and student engagement so students can have access to more opportunities and better meet pre-requisite skill requirements."	Met		6/8/2022	2022
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 TK-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 and Transition Team members work closely with all students to develop awareness and ensure access to a broad course of study. Transition team members work specifically to support unduplicated student groups. 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 for 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 identifies 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 annually at each site.  The district is committed to expanding equitable opportunities for all students to have access to dual enrollment courses at the high school level."	"The following barriers are being examined to assist in student access to a broad course of study; transportation to Career and Technical Education programs offered at other school sites, prerequisite course requirements, number of dual enrollment opportunities, and impacted schedules."	"New Actions/Services were added to the LCAP to ensure access to a broad course of study for all students. Revisions included: intervention opportunities, class size reduction, increased social-emotional supports, and student engagement so students can have access to more opportunities and better meet pre-requisite skill requirements."	Met		6/8/2022	2022
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 test-prep and testing."	"A 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 High School – a continuation high school to support 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 our English learners *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 *In order to better prepare students for careers and to help students identify colleges that align with their interests, the district has developed Career Technical Education (CTE) pathways and academies at each comprehensive high school. Twenty total programs serve 55% of high school students, meet A-G college entrance requirements, and are aligned to the local labor market needs of Coachella Valley."	"*La Familia High School – a continuation high school of approximately 120 students, will be implementing its first CTE Pathway in Entrepreneurship, in 2023-24 school year, 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 afterschool programs. In a district that covers 1,200 square miles, many of our students rely on transportation by school bus."	"*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 implementing 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 piloted 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."	Met		6/23/2022	2022
10621250000000	Coalinga-Huron Unified	7	"Coalinga Huron Unified School District uses CALPADS 3.9 and Aeries student information system to determine the extent to which students have access to, and are enrolled in, a broad course of study."	"According to our local measures, 100% of our student population has access to a broad course of study. In grades 9-12, 12% of all students are enrolled in AP courses. In grades 7-12, 60% of all students are enrolled in elective courses."	"The challenges and barriers facing access to a broad course of study  include English Fluency, mobility geographic isolation, and a high rate of poverty where our students do not fully understand the English Language. Our EL population is approximately 43% of our student body with 17 different languages spoken by our students. Additionally approximately 86% of our students are socioeconomically disadvantaged."	"Coalinga Huron Unified will continue to provide a broad course of study with varied CTE, elective and AP courses. Additionally we will obtain and provide EL supplemental and ancillary materials for these courses to encourage enrollment for all student populations.  Finally, CHUSD will provide training and support for teachers so they can offer students a comprehensive set of skills and experiences, cultivate relationships and enhance student skills particularly for our English Learners, low-income, foster and homeless students."	Met		6/21/2022	2022
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, 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 recently 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. We will continue discussions regarding maximizing educator expertise and scheduling to provide continued access for students to a broad course of study.  We continue to partner with outside organizations like Children's Creative Project and One Cool Earth to bring art, music, and environmental educational experiences to students in our district."	Met		6/23/2022	2022
37735690136267	Coastal Academy Charter	7	"Based on Coastal Academy Charter's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. For grades 9-12 based on Coastal Academy Charters' 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."	"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 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, Coastal Academy Charter will make corrections in its practices to fulfill our goal of all students growing and learning."	Not Met		9/12/2022	2022
12626796120562	Coastal Grove Charter	7	"All students create their own main lesson books that demonstrate their level of understanding and retention of the delivery of the curriculum. Other assessments include Phonographics, Dibbles, Woodcock Johnson, in-class teacher assessments, portfolio assessments, and project-based learning."	"All students participate in foreign language instruction, handwork, art, music both choral and string instruments, and physical education. We offer peer medication, mindfulness, developmental movement, and 4-H agriculture and animal studies. All teacher are highly qualified and hold a current California credential including our special subjects teachers."	The only thing that would prevent us from providing access to a broad course of study for all students would be if a student was scheduled (with the consent of the parents) for supportive intervention services at the time of the offering.	All students regardless of intervention needs have access to the developmental movement program which promotes the integration of the neurological and motor processes.	Met		6/30/2022	2022
42691610000000	Cold Spring Elementary	7	"The Superintendent/Principal of the Cold Spring Elementary School District monitors the master schedule to ensure all students are enrolled in a broad course of study, including math, social science, science, visual and performing arts, health, physical education and STEAM.  The District also informs and encourages parents to be involved and advocate for their children including reporting any complaints through the Williams/Valenzuela Uniform Complaint procedure.  In September of each year, the District evaluates the sufficiency of textbooks and other educational materials.  Each year, the Governing Board adopts a  resolution finding that it has sufficient textbooks and materials for its education program.  Parents are encouraged to raise any concerns during the public hearing prior to the adoption of the resolution.  (Ed Code 60119).  The District has not had any complaints or concerns raised regarding instructional materials this school year."	"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 ensure 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.  Parents are encouraged to volunteer in the classroom and participate in school-sponsored events."	Not Met		9/12/2022	2022
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. There have been new curriculum adoptions for both science and math. With the Discovery Science courses, a blended learning model was implemented to included textbooks and Canvas course. CCPA has adopted the new Savvas Realized and Pearson enVision Algebra books. For online classes, CCPA has seen success in the new LMS system, Edgenuity, that provides students with standards-based A-G curriculum that meets the needs of CCPA students in an asynchronized learning environment. This LMS platform allows students to enroll in online courses giving them additional hours of learning time and provides automatic feedback on their progress and mastery of the content. According to the Edgenuity first semester report, 41% of students were assigned classes online, 329 classes were taken, 90% of students stayed on pace, there was an 80% completion rate, and an overall 81% grade point average. Because of the successful outcomes from this first semester, CCPA will continue to promote the online courses in favor of student achievement. 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, can participate in classes offered by workforce partners."	"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 support the needs of students in breaking down barriers that are hindering their academic achievement, CCPA offers a very flexible schedule, bus passes, and has recently hired a Community Resource Specialist. The Community Resource Specialist has created and accessed regional networks of resources throughout Orange County for students to access to meet their basic needs, support students in connecting with community resources, and following up with students. Through referrals from teachers and staff, the Community Resource Specialist connects CCPA students with community partners to ensure that they are taking advantage of resources available to them and will monitor the increased usage of services utilized by CCPA students. 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 since then, 100% of students are offered and receive a Chromebook and, as requested, a hotspot as well."	"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 along with a case manager on site at CCPA locations. 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 while returning to classes in person."	Met		6/1/2022	2022
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 pre-calculus 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 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 earlier educational history 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 feasible. However, as a result of the pandemic, we have been able to build out more online courses, thus increasing our course offerings for 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."	Not Met		9/9/2022	2022
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 2021-22 school year gave a score of 100%.	"The self evaluation tool for the 2021-22 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 16.75 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.	Met		6/21/2022	2022
37771640137356	College Preparatory Middle	7	We utilize our Master Schedule to assess our course offerings each year.	All students are provided the same opportunities for the Core and for elective offerings at each grade level.	"As of this writing, we have been able to replace a staff member that had been teaching a foreign language. In the 22-23 school year we will be offering this introductory language course for our 7th grade students with the hope of expanding our foreign language offerings in the future. Additionally, we are looking forward to building partnerships with our local high school to promote our collaborative work."	See #3 above	Met		6/15/2022	2022
19647330131821	Collegiate Charter High School of Los Angeles	7	"Collegiate Charter High School, is a WASC-accredited tuition-free public school serving  approximately 206 students in grades 9-12 with the following demographics: 94%  Hispanic, 4% African American, 21% Students with Disabilities (SWD), 26% English  Learners (EL), 2% Homeless Youth (HY), and 96% 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."	Met		6/29/2022	2022
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 individual with exceptional needs served by monitoring the processes through which course selection and access are provided.  CJUSD uses our student information system to support the creation of a master schedule that provides heterogeneous grouping of students throughout the grade spans to support the needs of all student groups including unduplicated student groups.  Middle School and High School students have access to online course catalogs and use this to select their courses and work with teachers, counselors and staff to assure courses are 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."	"CJUSD's students have access to a broad course of study as defined by CA 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.  The only difference across school sites is in access to CTE Pathways which are varied across the district and some Advanced Placement courses based on low enrollment.  Through our partnership with CRY-ROP, all students are offered online CTE courses in many 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.  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.  Additionally, CJUSD has partnered with National Education Equity Lab to offer college in high school course offerings from Universities such as Stanford, Univ. of Pennsylvania, and Univ of Arizona.  All district course requests 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 to enroll off the 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.  The District also provides through LCAP funds Summer School at the elementary, 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."	Met		6/23/2022	2022
45699480000000	Columbia Elementary	7	"1. Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected school wide  learner  outcomes  for  students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions."	"2. All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS Practices and Behaviorist to support appropriate school behavior  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Music are offered at the middle school PE is offered at both the elementary and middle school level"	3. Providing a quality Foreign Language Program continues to be a challenge as we don’t always have the staff with the knowledge to implement a consistent program.	4. We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		6/23/2022	2022
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."	All students participate in Columbine's core curriculum.  Students maybe out of P. E. for a short period of time for health reasons. Teachers provide a modified assignment when this occurs. Most of the 8th graders took Algebra.	No barriers. Everything is back to normal.	Columbine will continue after school and other assistance such as aide help enable all students to be successful in our broad course of study.	Not Met		9/15/2022	2022
06100660000000	Colusa County Office of Education	7	Local Control Accountability Plan (LCAP) School Accountability Report Card (SARC) Western Association of Schools and Colleges (WASC)	"S. William Abel Academy is a one school district focusing on students that have been expelled, need a different environment to learn or for credit make up.  The students have access to common core classes and A-G classes through Edmentum."	Small school with one academic instructor.  Online learning to help meet student's diverse needs but not all can be properly served online.	Searching for curriculum built for a small community school that services 7th-12th grade students in all subjects.	Met		2/9/2022	2022
06615980000000	Colusa Unified	7	Burchfield Primary School and Egling Middle School evaluate course needs via educational partners 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. High school students complete course requests in the spring each year.  The master schedule is then built based on the student course requests.  Egling Middle School recently implemented elective course offerings, and students have the opportunity to request the elective that most interests them.  Egling Middle School also implemented a response class for targeted intervention time.  Burchfield Primary School used consistent diagnostic assessments to guide targeted intervention time."	"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.  College and career readiness is an item of ongoing review and reflection to evaluate our college and career preparation efforts.	Met		6/20/2022	2022
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.   In measure #2.3 of the LEASA, Teaching, Learning and Assessment, the LEA self-identified as Implementing: Transformation and Systemic Efforts are Underway.  The LEA is working to better use data to improve transition services and increase academic rigor."	Come Back is a single site school providing an alternative to the traditional comprehensive school model.  The leadership team believes students should receive a personalized and real world approach to learning. Every student has access to courses appropriate for meeting individual needs.  Students receive instruction in all required content areas using a standards-aligned curriculum.	Students enrolled at Come Back are not currently on an A-G track for graduation. The LEA is exploring alternatives that prepare students for career opportunities because Come Back serves too few students to make Career Technical Pathways a viable option.	"Come Back continues 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 courses and elective access.  The LEA continues to provide a Transition Specialist II who trains and coaches the site transition specialist.  Transition specialists support site administration with ensuring students are enrolled in the most appropriate courses. They also support student engagement, keep students focused for graduation and help them successfully move on to post-secondary opportunities.  Beginning spring 2022,Come Back received the A-G Completion Grant.  Part of this grant will fund a new Student Outcomes Coordinator for the 2022-23 school year.  This coordinator will increase access to A-G courses for Come Back students through identifying opportunities in course development.  In addition this position will support the continued growth and development of student internship opportunities aligned with academic standards."	Met		6/27/2022	2022
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 in 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."	Met		6/21/2022	2022
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."	There are no differences in providing access to a broad course of study for school sites or for student groups. The school provides intervention programs and outreach services to ensure students have access to resources aligned to CA Common Core State Standards and to support their educational and career goals.	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. Teachers will be trained in MTSS, Multi-Tiered System of Supports, in 2022-23 to bridge learning gaps. CCCS is expanding to offer Transitional Kindergarten for 4 year olds in 2022-23."	Met		6/22/2022	2022
37103710137695	Community Montessori	7	All student enrollment at each Learning Center is tracked through our Student Information System. Staff keep track of Learning Center attendance and provide Home School resources as appropriate. Parents are responsible for completing a monthly attendance log that tracks assignments completed each day of the learning period.	"All students have access to a fully prepared Montessori classroom environment, including age appropriate materials and teacher led activities. Students are not limited to grade level materials but can work with materials that are appropriate to where they are academically, socially and emotionally. All students have the opportunity to attend field trips that supplement their learning"	There are currently no identified barriers preventing any students having access to a broad course of study.	n/a	Not Met		9/28/2022	2022
34765050101766	Community Outreach Academy	7	"COA uses it’s SIS (Aeries) to identify, monitor, and enroll students into a broad range of classes such as, but not limited to, all core curriculum and electives including art, music, engineering, journalism, leadership, creative writing, etc. This allows students access to required subject matter as well as interest-based electives."	"All students have access to all required content-based courses. Electives are offered to students based on interest, preference, and need. COA offers enrichment and intervention electives to students Targeted electives are offered to build student skill gaps. Students have a choice of all electives offered."	"Budgetary and staffing limitations can hinder COA student access to certain electives based on limited capacity. If COA was able to offer additional elective courses due to increased staffing, students would have access to any course they desire."	"COA is working to increase staffing to offer additional elective classes for students. In 2022-23, COA will offer Transitional Kindergarten for 4 year olds and expanded learning opportunities to any enrolled student."	Met		6/22/2022	2022
30664640123729	Community Roots Academy	7	"Community Roots Academy (CRA) is a WASC-accredited public school serving approximately 745 students in grades K-8 with the following student demographics: 70% White, 13% 2+ Races, 11% Hispanic, 5% Asian, 1% African American, 13% Students with Disabilities (SWD), 3% English Learners (EL), and 10% Socioeconomically Disadvantaged.   CRA is a learning community that embeds meaningful real-world context.  Students are taught to see the connections between their formal education and the world. Our school combines curiosity and application, leading to a deep understanding of content, self-motivation and confidence.  These skillsets empower students to take on the challenges in order to be who they want to be and excel to their fullest potential. 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 and 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 and they will ensure classroom schedules are being followed."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At CRA, all students in grades K-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to the following electives/enrichments: Music (K-4), Art (K-5), Library (K-8), Typing (K-5), Digital Media (6-8), Debate (6-8), Drama (1-8), Orchestra (5-8), Choir (5-8), Garden (K-8), Technology (3-8).  During the Advisory course, students and their Advisor also review academic grades, course enrollment, academic progress and also discuss the high school courses they will need to enroll in order to meet UC A-G requirements. CRA will incorporate elements of TLC (former course) during Advisory course. TLC is aimed at empowering all teens with a positive mindset and enable them to effectively cope with crisis, adversity and difficult decisions. 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."	Met		6/21/2022	2022
57727020139436	Compass Charter School of Yolo	7	"We adopted a research-based internal benchmark assessment this year: STAR Renaissance. We are using that assessment to identify gaps in scholar achievement so we can provide interventions that will close that gap, allowing all scholars to be able to access a broad course of study. We ensure that every scholar is enrolled in grade-level courses and our counselors use graduation pathway planning tools to make sure that every high school scholar has a pathway to graduation via a broad course of study. Our team has a robust catalog of course offerings linked to our student information system. Scholars enrolled in our Online Learning Program, and those in our Options Learning Program who choose to take online courses, have access to coursework via Accelerate Education. Our supervising teachers create personalized learning plans using a template to share a clear plan of study for scholars to access. For our English Learners, we adopted the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, which allows them to access our full course offerings. Scholars with exceptional needs have access to supplement resources to bolster skills to allow full participation in our course of study; these are accessed via our ClassLink single sign-on system. We regularly conduct self-audits to ensure that all scholars are enrolled in their courses, per their Master Agreement. We expanded our MTSS tutoring offerings and we reach out to unduplicated scholar groups to e"	"All scholars at Compass Charter Schools have access to and are enrolled in a broad course of study. Over the last two years, we added in project-based A-G approved coursework, on top of the Online A-G course offerings. We also allotted some of our ELO and ESSER III funds to use toward support for unduplicated scholars in the form of tutors and resource specialists. We also used those funds to add another counselor to our staff for further support for mental health, ensuring that social emotional wellness barriers are addressed for full access to our course of study."	There are currently no barriers.	"We will continue to evaluate our course offerings and approved community providers list. We recently contracted with an online tutoring platform that can be accessed 24/7 and has tutoring available in languages other than English to ensure equity in access to such supports. We used ELO funds to purchase additional SEL platforms, such as Panorama, that will allow us to collect more precise information on scholar’s connectedness and social-emotional needs. Our San Diego charter is participating in the COPES program with the San Diego County Office of Education, and information learned from that program is being applied to all of our charters. Since the needs of our scholars are so varied, we previously provided the staff with professional learning on Universal Design Learning and intend to provide additional professional learning using our Educator Effectiveness Grant funds in the upcoming 2022-23 school year. We continue to evaluate data to determine which supplemental resources are most helpful for scholars to maximize success in their course of study. We now have a full time McKinney-Vento Liaison to advocate for and support our homeless and foster youth and ensure their needs are met to be able to access our course of study."	Met		5/21/2022	2022
19753090135145	Compass Charter Schools of Los Angeles	7	"We adopted a research-based internal benchmark assessment this year: STAR Renaissance. We are using that assessment to identify gaps in scholar achievement so we can provide interventions that will close that gap, allowing all scholars to be able to access a broad course of study. We ensure that every scholar is enrolled in grade-level courses and our counselors use graduation pathway planning tools to make sure that every high school scholar has a pathway to graduation via a broad course of study. Our team has a robust catalog of course offerings linked to our student information system. Scholars enrolled in our Online Learning Program, and those in our Options Learning Program who choose to take online courses, have access to coursework via Accelerate Education. Our supervising teachers create personalized learning plans using a template to share a clear plan of study for scholars to access. For our English Learners, we adopted the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, which allows them to access our full course offerings. Scholars with exceptional needs have access to supplement resources to bolster skills to allow full participation in our course of study; these are accessed via our ClassLink single sign-on system. We regularly conduct self-audits to ensure that all scholars are enrolled in their courses, per their Master Agreement. We expanded our MTSS tutoring offerings and we reach out to unduplicated scholar groups to e"	"All scholars at Compass Charter Schools have access to and are enrolled in a broad course of study. Over the last two years, we added in project-based A-G approved coursework, on top of the Online A-G course offerings. We also allotted some of our ELO and ESSER III funds to use toward support for unduplicated scholars in the form of tutors and resource specialists. We also used those funds to add another counselor to our staff for further support for mental health, ensuring that social emotional wellness barriers are addressed for full access to our course of study."	There are currently no barriers.	"We will continue to evaluate our course offerings and approved community providers list. We recently contracted with an online tutoring platform that can be accessed 24/7 and has tutoring available in languages other than English to ensure equity in access to such supports. We used ELO funds to purchase additional SEL platforms, such as Panorama, that will allow us to collect more precise information on scholar’s connectedness and social-emotional needs. Our San Diego charter is participating in the COPES program with the San Diego County Office of Education, and information learned from that program is being applied to all of our charters. Since the needs of our scholars are so varied, we previously provided the staff with professional learning on Universal Design Learning and intend to provide additional professional learning using our Educator Effectiveness Grant funds in the upcoming 2022-23 school year. We continue to evaluate data to determine which supplemental resources are most helpful for scholars to maximize success in their course of study. We now have a full time McKinney-Vento Liaison to advocate for and support our homeless and foster youth and ensure their needs are met to be able to access our course of study."	Met		5/21/2022	2022
37682130127084	Compass Charter Schools of San Diego	7	"We adopted a research-based internal benchmark assessment this year: STAR Renaissance. We are using that assessment to identify gaps in scholar achievement so we can provide interventions that will close that gap, allowing all scholars to be able to access a broad course of study. We ensure that every scholar is enrolled in grade-level courses and our counselors use graduation pathway planning tools to make sure that every high school scholar has a pathway to graduation via a broad course of study. Our team has a robust catalog of course offerings linked to our student information system. Scholars enrolled in our Online Learning Program, and those in our Options Learning Program who choose to take online courses, have access to coursework via Accelerate Education. Our supervising teachers create personalized learning plans using a template to share a clear plan of study for scholars to access. For our English Learners, we adopted the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, which allows them to access our full course offerings. Scholars with exceptional needs have access to supplement resources to bolster skills to allow full participation in our course of study; these are accessed via our ClassLink single sign-on system. We regularly conduct self-audits to ensure that all scholars are enrolled in their courses, per their Master Agreement. We expanded our MTSS tutoring offerings and we reach out to unduplicated scholar groups to e"	"All scholars at Compass Charter Schools have access to and are enrolled in a broad course of study. Over the last two years, we added in project-based A-G approved coursework, on top of the Online A-G course offerings. We also allotted some of our ELO and ESSER III funds to use toward support for unduplicated scholars in the form of tutors and resource specialists. We also used those funds to add another counselor to our staff for further support for mental health, ensuring that social emotional wellness barriers are addressed for full access to our course of study."	There are currently no barriers.	"We will continue to evaluate our course offerings and approved community providers list. We recently contracted with an online tutoring platform that can be accessed 24/7 and has tutoring available in languages other than English to ensure equity in access to such supports. We used ELO funds to purchase additional SEL platforms, such as Panorama, that will allow us to collect more precise information on scholar’s connectedness and social-emotional needs. Our San Diego charter is participating in the COPES program with the San Diego County Office of Education, and information learned from that program is being applied to all of our charters. Since the needs of our scholars are so varied, we previously provided the staff with professional learning on Universal Design Learning and intend to provide additional professional learning using our Educator Effectiveness Grant funds in the upcoming 2022-23 school year. We continue to evaluate data to determine which supplemental resources are most helpful for scholars to maximize success in their course of study. We now have a full time McKinney-Vento Liaison to advocate for and support our homeless and foster youth and ensure their needs are met to be able to access our course of study."	Met		5/21/2022	2022
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."	"CECA is now providing intervention within the school day for math and ELA in grades K-8.  Students identified through STAR math and reading data go to intervention multiple 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 placed in tier 2 or 3 support.  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.  The YCJUSD has created and implemented common formative assessments in math, which are utilized at CECA."	Met		6/21/2022	2022
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 number of sections and number of students enrolled. 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. 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. Additionally, 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 2021 students took a total of 1835 AP exams, an increase of 1121 additional AP exams since 2016. This year students took a total of 2005 college courses, an increase of an additional 9% or 173 courses over the past four years. CUSD has also seen a steady increase in the number of students completing the A-G requirements, from 26% in 2016 to a projected 52% in 2022. 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 these efforts, CUSD has seen growth in the high school graduation rate from 79% in 2017 to 84% in 2021 district wide. Our projected district wide high school graduation rate for 2022 is 90%. While Cesar Chavez Continuation HS has seen an increase of 24% in their graduation rate within the past several years, they still lag behind."	"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. CUSD will implement a new K-12 science program in 2022-2023, and we are also planning to pilot a new history/social science curriculum for grades 6th-12th. 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 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.  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 Specialists 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, continuing with block schedule and a 7th period for all middle and high schools will also open more opportunities for students."	Met		6/28/2022	2022
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 have been implementing co-teaching at the elementary and secondary levels to increase access for SWD to core academic courses."	"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 professional development in differentiation strategies, and consistent bell schedules across middle and high schools. Currently, 52% 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 district leadership, case managers, and SPED staff to create a more inclusive master schedule.  Teachers annually complete an average of 18 hours of professional development 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. Not all middle and high schools have an intervention or enrichment period in 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."	Met		6/21/2022	2022
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. While Connect offers music, art, PE and middle school electives, our lack of any extra space as well as our status as a small school prevent us from offering more expanded offerings."	"Connect has made additional purchases and upgraded digital curriculum resources. Additionally, Connect purchased the LLI (Leveled Literacy Intervention) curriculum to support targeted English instruction. Finally, we have hired a Literacy Support/ELD instructor to provided targeted ELD instruction."	Not Met		10/6/2022	2022
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."	"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."	Met		6/14/2022	2022
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, 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, East Bay 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."	"Connecting Waters, East Bay recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters, East Bat 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, 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, 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, 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, East Bay has partnered with approved vendors to allow for additional course accessibility."	Met		6/14/2022	2022
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, 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, 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."	"Connecting Waters, Central Valley recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters, 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 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, 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, 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, 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, Central Valley has partnered with approved vendors to allow for additional course accessibility."	Met		6/14/2022	2022
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, and 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, and with parents as needed, on regular bases to help support them. Summerville is committed to our SST process to support students in meeting their individual goals."	Met		6/22/2022	2022
07100740000000	Contra Costa County Office of Education	7	"Our school is very small and students 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.  However, we have access to an incredibly board 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."	"Given that students are grouped according to Probation screening and criteria, the class on each living unit is generally comprised of multi-age, grade and ability level students requiring the in-person instruction to include a great deal of differentiation. This is supplemented by the use of the on-line curriculum assigned based on student need."	Many of the courses provided during in-person instruction have not been 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 wo graduate from school College and/or Career ready."	Met		6/15/2022	2022
07100740134114	Contra Costa School of Performing Arts	7	"The Contra Costa School of Performing Arts is an independent LEA governed by ChartHouse Public Schools, 501c3. Our charter dictates a ""reduce and prescribe"" model for our educational program. In other words, as we are a school specializing in the rigorous study of performing arts alongside a college and career trajectory, all students have the same scope and sequence of courses. This scope and sequence is dictated by a student's art major as well as the school design for academic success. All students complete the UC/CSU ""a-g"" requirements in order to graduate. We measure the priority based on the guidelines in our charter and the master schedule in our student information system. Students at the Contra Costa School for Performing Arts are enrolled in a broad course of study that includes all content areas, UC A-G approved courses, Arts majors, and Art-specific CTE pathways."	"Again, all students have the same course of study as per our charter design. The only differences are based on student declaration of arts major (an arts major dictates a student's art programming - dance, theatre, music, or production and design). In addition, as a school that implements an inclusion model for students with special learning needs, the only deviations from our standard scope and sequence is based on the agreed upon accommodations or modifications in an individual students IEP."	"Our students have access to the course of study recommended by the CDE, but it is defined based on the focus of our school and the design intent of our charter. We do not identify any barriers beyond this at this time."	We will continue to monitor the efficacy of our charter's programmatic design and mission.	Met		6/13/2022	2022
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."	Met		6/28/2022	2022
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 standards aligned, 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 by adding multiple CTE classes and pathways, along with increasing dual enrollment and concurrent enrollment."	"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. The school is also working to increase the number of dual enrolled courses available on the school’s campus in order to increase access to students who may have a barrier to accessing a local community college.	Met		6/10/2022	2022
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). In addition CORE uses the following measures: Center Class schedules, Graduation requirements, student information system to track course enrollment, report cards/earned credits."	"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. In this way, through ongoing communication, all students are able to progress, unhindered, in their daily learning. Therefore every student is offered, has access to, and is enrolled in a broad course of study. Their progress through the study is specifically monitored and supported in such a way that every student has full opportunity for success."	"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."	"It is a continued goal to bring full awareness of and ensure participation in opportunities such as a-g or CTE pathways to meet college and career readiness goals. To do this we will continue to train and update teachers, encourage credentialing, and expand a-g course offerings. In addition, CORE plans to offer a goal-planning course for high school students in which they map out their course of study and receive support toward reaching their post-secondary goals. In the mean time, CTE Awareness days have been added to our Spring calendar. Students and parents are invited to take a close look at CTE courses offered for the 2022-23 school year, ask questions, get information, and pursue a designated pathway toward a career or college goal."	Met		5/12/2022	2022
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. Students in self contained courses in 7th and 8th grade do differ from students in the middle school where there is a master schedule with elective courses offered.	"One of the areas of curriculum identified in a broad course of study for grades 7-8 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 prioritize the focus and resources on providing intensive instruction in English/Language Arts, including reading and writing. Additionally, there is limited time during the school day for students to take additional courses and a limited staff size to match the needs of a small student body."	"We as a district prioritize the focus and resources on providing intensive instruction in English/Language Arts, including reading and writing. New actions include planning to implement district-wide AVID to promote learning strategies that reduce learning loss. The district will consider moving 7th and 8th grade students from self-contained classrooms into the traditional middle school so there are no differences in options for broad course of study.  The district has made the decision to continue our focus on bringing our students up to grade 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."	Not Met		10/12/2022	2022
52715060000000	Corning Union High	7	"The primary tool used to determine the extent to which all students have access to and are enrolled in a broad course of study is our master schedule and the enrollment data that accompanies it. Additionally, we work with partners in higher education and local industry to assure that our coursework is in line with college career opportunities."	"On the comprehensive campus, students have a much broader choice of coursework and programs in which to enroll. The two alternative programs in the District, continuation and independent study, offer fewer options. The District is taking steps to resolve this through investment in the District Ranch for continuation CTE students to access and the addition of a CTE teacher at the continuation school."	"The barriers to broadening the course of study for students, especially those in alternative programs, remains that with small Districts and/or sites, resources must be stretched each time a new program is offered."	"The District continues to believe that students in an alternative setting need continued access to quality programs. This is reflected in the District investment into staff, materials, and facilities that are specifically intendent to help our most at risk students."	Not Met		9/15/2022	2022
37680310000000	Coronado Unified	7	"Coronado Unified uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs.  The master schedule, graduation, and A-G completion rates are utilized as the tool for Coronado High School.  The master schedule and course enrollment data is utilized as the tool for Coronado Middle School. The master schedule (grade level subject area blocks, including specials) is utilized as the tool for elementary students grades 1-5.  Using the tools outlined above, CUSD determined that English learners, foster youth, homeless and students with disabilities were able to access all subjects within a broad course of study.  Additionally, site administrators have identified additional site-level supports to ensuring student access within their School Plans for Student Achievement."	"All students (including 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 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) on rare occasions, not all English learners or students with disabilities are able to enroll in these subjects due to enrollment in additional academic support classes.  Additionally, all students in grade 7 and 8 have access to enroll in elective courses in World Language and Career Technical Education/Applied Arts.  All students (including unduplicated students and students with disabilities) are offered access to all required subject areas at Coronado High School.  According to the following measures, there is variability in the success of each student group relative to successfully completing a broad course of study.  The overall graduation rate for the class of 2021 was 97.1%, the UC A-G completion rate for all students was 48.0%, and the CTE particip"	"The barriers identified for 1st - 6th grade students are specific to students with disabilities.  While CUSD has implemented a full-inclusion model, there are still challenges related to scheduling related services and differentiating instruction to meet the individual needs of a broad spectrum of learners.  At the middle school, scheduling conflicts also contribute to a small number of English learners and students with disabilities not able to enroll in some courses, as they are receiving more intensive intervention and support services during specific times throughout the day.  At the high school, English learners and students with disabilities are also enrolled in support classes, limiting access to a broad course of study.  However, with the new schedule at the high school, this challenge will be mitigated."	"Actions include:      - Regularly monitor student progress and provide needed supports and intervention      - Provide professional learning 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, students and educational partners about graduation requirements, student scheduling, A-G requirements, and college readiness      - Continue to ensure that all schools are offered the required subject areas      - Continue to work with the MTSS committee to implement district and site multi-tiered systems of support that will address academic, behavioral and social emotional needs in order to provide a learning environment where all learners can be successful"	Met		6/23/2022	2022
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 over 21% of the high school students are enrolled in at least one AP class representing an increase of 1.5% from the previous year.  However, this percent participation is still lower than prior to the Pandemic. The Dual Enrollment courses offerings continue to grow along with the student participation in them. Students taking A-G courses stayed constant as compared to the previous year.  The percentage of students completing A-G requirements increased from the previous year. There are 12 different CTE pathways available for students to pursue. The number of students who are enrolled in CTE classes for 20/21 is 7,763 with include 4,122 Hispanic students, 446 African American students, 3,182 Low Income and 2,688 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 needs. 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."	Met		6/28/2022	2022
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.  Rancho Cotate High School continues with 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. That being said, CRPUSD could improve the enrollment of unduplicated pupils in AP & Honors courses."	"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.  With the development and implementation of of the A-G grant, 2021-22 was a planning year for the following activities to be fully implemented in 2022-23 1) Prevention and remediation for D or F in an A-G class. 2) Coordination and assurances of A-G programs and services.  3) Enhance college going culture. 4) Enhance the AVID program at Middle Schools and at RCHS.  5) Increase High School readiness for success in A-G Completion. 6) Hire a Curriculum Specialist for 2022-2023 to support and ensure the outcomes of this grant."	Met		6/7/2022	2022
09618380139006	Cottonwood	7	"The locally selected measures or tools are used 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. California Education Code (EC) 51210- Requires access to a comprehensive 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 Independent Study Agreements, Assignment Work Records, English Language Learner identification, and Individualized Education Plans. California EC 51220(a)-(i) – Requires access to a comprehensive 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), which applies to course access in 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 Independent Study Agreements, course catalog, report cards/transcripts/IGPs, English Language Learner identification, and Individualized Education Plans."	"The Cottonwood School provides additional enrichment opportunities for all TK-12 students. Students who are struggling academically have the additional support of online and MTSS/Intervention 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 curriculums are also provided when appropriate to support students at their instructional level, Lexia, i-Ready, and Reading Horizons; this is not an exhaustive list."	"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 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 2022-23 Cottonwood will provide Intervention Teachers, Special Education teachers, support staff, training and resources for English Language Development, and a 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."	Met		6/21/2022	2022
45699550121640	Cottonwood Creek Charter	7	"Cottonwood Creek Charter ensures all students are enrolled in a standards-based independent study program with access to a broad course of study. The student and their parent(s) work directly with their Advisory Teacher to ensure all course requirements are met.  Additionally, students can enroll in after-school electives if their schedule permits. 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. Cottonwood Creek 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."	"This year, Cottonwood Creek was able to return to on-site direct instruction for hybrid site classes and weekly homeschool meetings.  Cottonwood Creek continues to work with families where it is difficult for the students and families to come onsite for meetings and testing,  Since the pandemic,  Cottonwood Creek has 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 Cottonwood Creek is a non-classroom-based charter school, we are proficient and efficient at providing tools and support remotely to enhance distance learning."	"Cottonwood Creek Charter School reviews all the tools utilized regular and incorporates them formally into the regular daily processes. The use of Renaissance Learning, online curriculum and supports, as well as remote support sessions are all tools and strategies that Cottonwood Creek has adopted to help remove barriers for students. These tools allowed the Cottonwood Creek 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."	Met		6/13/2022	2022
45699550000000	Cottonwood Union Elementary	7	"Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected school wide  learner  outcomes  for  students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions."	"All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus  Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS Practices and Behaviorist to support appropriate school behavior  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Foreign language is offered as an elective at the middle school PE is implemented at both the elementary and middle school level"	Providing quality a Foreign Language Program continues to be a challenge as we don’t always have the staff with the knowledge to implement a consistent program.	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		6/22/2022	2022
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. 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. Students and parents are provided information on course offerings, A-G, and graduation requirements. Counselors and case carriers meet with students regularly throughout their four years of high school. 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. 66.1% 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 show that students appreciate the access to rigor and support for Advanced Placement and International Baccalaureate classes. All schools are 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 issues to the course of study. Barriers to maximizing access to a broad course of study are time during the school day and specialized credentialing program requirements. This is especially prevalent in secondary Career Technical Education (CTE) pathways. C-VUSD continues to provide a broad course of study for all students, as indicated through various metrics. The District continues to invest in teacher professional development; coaching; STEM at all levels; Visual and Performing Arts (VAPA); CTE programs; expanded access to and participation in AP coursework and exams, and 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 increase access to college and career coursework, enrichment activities, intervention strategies, and consistent support systems for Covina-Valley students and 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 are participating in a review and revision of the District's Multi-Tiered Systems of Support to ensure timely interventions and support are provided to students to narrow the achievement gap. C-VUSD will expand its Dual Language Programs to Middle School sites for 6th-grade implementation in 2022-23 at Las Palmas and Sierra Vista in 2023-24. 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 from a course of study offered to general education students. C-VUSD will expand the PIQE program to educate parents on their student's course of study and how a rigorous course of study has long-term positive outcomes for students."	Met		6/13/2022	2022
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."	Not Met		10/20/2022	2022
38684786112601	Creative Arts Charter	7	"CACS’ mission is to engage students in a rigorous, arts-integrated education. We use a variety of measures to track student growth and progress. Students receive literacy instruction through a balanced literacy approach that includes Readers and Writers Workshop. We track student progress through using the Fountas & Pinnell Benchmark Assessment System and measure phonemic awareness in kindergarten students. Once we identified students who need extra support, our Literacy Specialist provides early intervention for students in grades K-2. In addition, K-8 teachers provide daily differentiation for ELLs and students of all levels through Guided Reading groups, conferencing, and work on comprehension. The same is true for Writers Workshop, where teachers can meet with individuals and small groups to work on organization, structure, mechanics, editing, and revision. We use the Units of Study rubrics from Writers Workshop so that students are able to self-assess, and teachers are able to assess student progress and provide valuable feedback. In addition to collecting data points in literacy, we track math assessments 3X/year to measure students’ progress in mathematical reasoning. Our math curricula allows for teachers to work with small groups in order to provide additional supports and challenges. Our students are also assessed in their artistic development, using portfolio-based assessments aligned with the National Core Arts Standards and the Studio Thinking Framework."	"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."	Met		6/21/2022	2022
49738820123786	Credo High	7	"Credo's graduation requirements meet, and in some cases, exceed U.C. a-g requirements. The academic program is largely prescribed on a grade-by-grade level and an eight-period block schedule with all academic areas laid out across four years. Graduates earn a minimum of 260 credits which includes four years of English, a minimum of three years of World Language, four years of math and science, three years of music and art, a senior project, P.E. and a range of electives."	"All students have access to and are enrolled in a broad course of study. Students with IEPs benefit from a Directed Studies course that requires scheduling out of art, music, or P.E. courses."	All students are enrolled in the same course of study with the exception of electives for 11th and 12th-grade students and the difference noted in section 2 for Special Education and 504 students.	"In addition to the college-prep program, Credo is articulating CTE pathways in Agriculture and Natural Resources, Engineering and Architecture. Future pathways may include Arts, Media, and Entertainment."	Met		6/13/2022	2022
31668520120105	Creekside Charter	7	"We have a robust course of study that involves all required CA subjects in grades TK-8.  As a non-classroom based school with four full days of site classes we have the additional check and balance of having a master agreement that lists all of the required courses a student is enrolled in.  This includes ELA, Math, Social Science, Science, Language (in grades 5-8), Physical Education and health."	All of our students are enrolled in all required CA courses for their specific grade levels.	No barriers exist.  Our students take all required CA courses.	"NA, our students are enrolled in all required CA courses."	Not Met		10/3/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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. There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/1/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022."	"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 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."	Met		6/2/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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. There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/2/2022	2022
16638750101717	Crossroads Charter Academy	7	"Based on student interest and transcripts, all students, including unduplicated student groups and individuals with exceptional needs are offered a multitude of electives via online programs (Edmentum and BrightThinker) based on interest 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, only 10% of all students scored Standard Exceeded and Met (Levels 4 and 3). To address access we continue to provide onsite math lab classes and individualized tutoring. Crossroads offers both in-person and online Zoom calls for tutoring to support students based on needs. Currently, we use Edmentum and BrightThinker as opportunities for students to access a wide range of online course offerings that they would otherwise not have due to the minimal number of teachers who are employed by Crossroads Charter."	"Due to the Pandemic, our onsite classes were sometimes limited throughout the school year in an effort to adhere to local health restrictions. We have since discontinued the use of Acellus as it offered a limited range of courses. With additional funding we were able to move to using Edmentum and BrightThinker. These programs exposed our students to the language and rigor necessary to prepare them to be successful on the CAASPP, more so than Acellus."	"We are continuing to have an onsite math integrated course for students that need more support in math, rather than all virtual instruction. We continue to offer courses aligned with A-G requirements and have received grants to add staffing and our supplemental program, BrightThinkers. We have been working with a local community college to provide dual-enrollment classes. The use of Edmentum in conjunction with BrightThinkers will allow students more access and the opportunity to explore additional courses."	Not Met		9/8/2022	2022
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."	Not Met		10/5/2022	2022
36676940000000	Cucamonga Elementary	7	"CSD uses Dataquest and Aeries SIS to monitor all students to ensure students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served."	"As last measured by Dataquest there are self-contained classes at the elementary school in 2018-2019. As measured by Aeries SIS 100% 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 robotics, art, and music. This is accomplished through the use of a dedicated robotics teacher, art teacher, and music teacher."	All CSD students have access to a broad course of study.	CSD continues to use our Portrait of a Graduate/vision to develop 21st-century skills and socio-emotional skills for all students. All CSD students have access to a broad course of study.	Met		6/16/2022	2022
12627370000000	Cuddeback Union Elementary	7	"As a small-sized district, it is an easier task to ensure that all students, including unduplicated students and SWD, have access to and are enrolled in broad course of study, as shown by teacher lesson plans, class schedules, report cards showing courses offered and enrollment records."	"At Cuddeback School every student has the same opportunity and availability to enroll in any course of study offered at that classroom grade level. All students, including unduplicated students and SWD, are provided any necessary accommodations in order to access offered courses of study."	"A significant barrier to a more broad course of study at Cuddeback USD is a genuine lack of qualified teachers in the areas the school is lacking. Another barrier has been the district's intent to focus heavily on core subjects (ELA, Math, Soc. Studies, Science, PE) with somewhat less intensity dedicated to World Lang, CTE, Health, and VAPA content standards."	"In the past (pre-COVID), the district had begun implementing a broadening of courses available to all 4-8 grade students through our electives program. The district plans to re-establish this program, which offered many course options including world language and VPA subjects, as it is able to recover from COVID impacts on the school and students."	Met		6/22/2022	2022
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 2021-2022 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 called Arts and Innovation Lab. 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."	"Culver City Unified School District is always looking to improve practices and to provide clear support for students, which will maximize a broad course of study offerings to all students include a lack of time during the school day. We have added a 24/7 tutoring service to support the high school and access to college and career readiness curriculum, which includes meeting A-G requirements. Additionally, 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, appropriate categorical funds, as well as, parent and community sponsored donations."	"Regular analysis of enrollment in broad course of study courses, which includes analysis of students enrolled in A-G course work, A-P enrollment and completion, as well as, CTE completers helps to inform the district as it makes decisions on offerings and using LCAP Supplemental funds to support Priority 7."	Not Met		10/11/2022	2022
43694190000000	Cupertino Union	7	"CUSD used the following tools to track this priority: Middle school class schedules and enrollment, instructional minutes for middle schools, Art/Music opportunities in elementary schools, staffing levels for SSITs (tech support) and LMCs (libraries), feedback from principals, middle school staff/students/parents and the Board of Trustees."	"CUSD offers a broad course of study that provides students with a wide-range of enriching, engaging and supportive learning experiences. The following findings continue to be true: 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."	"Elementary Schools: We are in the process of examining the impact of local parent funding (PTA, PTO, HSC etc) on art and music offerings at our schools. We will report to the Board on this topic at the October 2022 Board Advance. We need additional time to fully address this topic.  We are in the process of working with our middle schools to offer an equitable, broad course of study across all sites. We need additional time to complete this process. We anticipate shifts occurring over the 22-23, 23-24 and 24-25 school years. The District reported to the Board on this topic at the December 2021, February 2022 and April 2022 Board Advances. This work is in progress and we are focusing on the following areas: Offer equitable learning time spent in core courses; Provide equitable planning time for teachers; Expand electives so that 7th and 8th grade students can choose a second elective; Establish a Social-Emotional Learning (SEL) class to help students feel connected and supported at school; Schedule intervention/support during the school day, not only during zero period; Consider 8:00 start time. Consider traffic and surrounding schools start times."	"As noted in our LCAP, elementary sites will receive additional funding in 2022-2203 to expand art/music offerings due to the generous contributions of CEEF. Also, sites receiving Title I funds will see an increase in LMC hours to ensure that students have equitable access to libraries at these sites.  For 2022-2023, we will add intervention classes at all 5 comprehensive middle schools. We also will continue to refine our set of resources for social-emotional learning. Our Middle School teams continue to work on refining their schedules to address the issues noted above. We are working towards addressing the Board priorities listed above."	Met		6/16/2022	2022
55723550000000	Curtis Creek Elementary	7	"1. CCSD continues to track progress on Priority 7 by reviewing and revising class schedules, report cards, EL identification and Individualized Education Plans to increase student access and participation in a broad course of study. We will monitor student data to determine participation and enrollment of our subgroups."	"2. Curtis Creek is a TK-8 single school district in which locally selected measures demonstrate that all students have access to a broad course of study. It remains a goal for students to have future access to art and music programs as we did prior to our closure. Each class will have access to a STEAM room for creative development in Science, Technology, Engineering, Art, and math activities.  7/8 will have a leadership team to develop assemblies and activities which benefit the entire school. Technology is integrated and available to all students on a daily basis. Students who are struggling in the upper grades will have access to before and after school support. Resource and Special Education students have access to inclusion and other support staff."	"3. Time and financial constraints impacted access to music, art, leadership and elective classes. The extension of our school day would allow for further support and opportunities."	"4. Grades 7/8 have developed a master schedule which may allow for greater opportunity to provide researched based curriculum, and help for struggling students.  The results from the locally selected measures showed that math intervention, designated ELD instruction is needed to support proficiency. All measures support all students but particular attention is placed with our unduplicated count students."	Met		6/21/2022	2022
54718600000000	Cutler-Orosi Joint Unified	7	"Cutler- Orosi Joint Unified School District (COJUSD) tracks the extent to which all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs through reviewing master schedules at each school, enrollment procedures and criteria for student course selection. In addition, an annual program evaluation report is presented to the School Board which includes course of study enrollment data."	"COJUSD is committed to offering a broad course of study to all students. Grades 1-6 follow a daily instructional schedule which includes English, Math, Science, and Social Studies.  All students receive the required number of minutes in Physical Education in all grades. Visual and Performing Arts and Health education are integrated over the course of the school year. Classroom music, art projects, drama, oral interpretation, and winter/spring performances allow students to develop and showcase their talent. Health education topics are studied throughout the year as students learn about their bodies, nutrition, fitness, and making good choices. 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, and Computer Science. Grades 9-12 ensure students have access to A-G coursework as well as Dual Enrollment CORE/CTE opportunities. All freshmen are enrolled in a semester Driver Education/Speech & Debate. All students are provided access to Linked Learning career pathways and academy programs of study. OHS offers 3 Career Pathway Academies. OHS offers ten Advanced Placement courses. Students are encouraged to take AP exams and participate in extra and co-curricular opportunities."	"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.  Due to human resource limitations elementary schools were unable to provide an extended day of instruction.  The extended day offering will resume in 2022-2023."	"As new content standards and frameworks are adopted by the State Board of Education, the district engages administrators and teachers in a review of the standards and instruction in that content. As new instructional materials are adopted, a thorough review process is conducted and instruction and instructional materials are upgraded; most recently, Science, followed by Visual and Performing Arts, Health, and World Languages. The district has implemented a Spanish Dual Immersion program beginning with the 2018-19 school year in Kindergarten giving students access to world languages in elementary school."	Met		6/9/2022	2022
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 2021-2022 school year,  providing all Cutten District students in grades TK – 6 full access to a broad course of study was a challenge due to the continued complications from COVID. Specifically, the challenge was related to  attendance and the isolation and quarantine restrictions. The short term/long term independent study opportunities were difficult for many students and families to complete, and the abruptness of the quick move to independent work due to sickness or exposure was challenging."	"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."	Not Met		10/10/2022	2022
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 2021-22 school year gave a score of 100%.	"The self evaluation tool for the 2021-22 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 12.00 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.	Met		6/16/2022	2022
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 their academic, social-emotional, and behavioral needs."	Met		6/9/2022	2022
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 access."	"Using the locally selected measures or tools, summarize the extent to which all students have access to, and are enrolled in, a broad course of study. The summary should identify any differences across school sites and student groups in access to, and enrollment in, a broad course of study. LEAs may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. 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."	"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.  As DVCA 9th graders will join the high school campus for 2022-23 we anticipate more access to electives and CTE to be reflected in the data within the next year.  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 was lessened in 2020-21 due to increased offerings in CTE courses and as the high school enrollment increases with 9th graders for 2022-23 we expect increased staffing, courses, and course access."	"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 are available as of 2022-23. These two pathways have 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."	Met		6/24/2022	2022
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 94% of each Da Vinci Communications graduating class (2017-2020) completed the UC/CSU A-G course requirements prior to graduation, however the Covid-19 pandemic did create unique challenges for students that contributed to a 78% A-G eligibility rate for the class of 2021. 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."	Met		6/22/2022	2022
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 ThinkCERCA (writing/close reading curriculum)."	Met		6/22/2022	2022
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 (2012-2020) completed the UC/CSU A-G course requirements prior to graduation, however the Covid-19 pandemic did create unique challenges for students that contributed to an 89% A-G eligibility rate for the class of 2021. 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."	Met		6/22/2022	2022
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."	Met		6/27/2022	2022
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 90% of each Da Vinci Science graduating class (2012-2021) 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 meet A-G course requirements due to having exceptional needs or personal situations. 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."	Met		6/22/2022	2022
37683386039457	Darnall Charter	7	"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 518 students in grades TK-8, of which 77% Hispanic, 10% African American, 7% Asian, 1% White, 2% 2+ Races; 47% English Learners, 16% Students with Disabilities, 0.2% Foster Youth, 6% Homeless, and 79% Socioeconomically Disadvantaged.    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 (TK-6), Music, Media Arts, Music Appreciation, Performing Arts, Sign Language, Gardening, Oceanography, 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."	Met		6/21/2022	2022
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. This rate (96% in last year’s evaluation) remains stable.  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 35% of our 12th grade unduplicated students and 29% 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, 76% of students participate in World Language with only 60%% of our unduplicated students. Our Special Education students participate at a rate of 13% 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. Additionally DJUSD is engaging in an outside review of a-g achievement, facilitated by UCD researchers.  This date will guide community reflection and generate recommendations for improving systems and broad course access."	Met		6/24/2022	2022
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 20 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 remote locations."	"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 27, there are no differences across school sites or student groups. Stating the obvious, all students share the same basic class schedules, materials and teachers. Small numbers dictate that no student group can be set on a track that doesn't afford a path to success."	"While the LEA successfully provides access to a broad course of study for all students, the hurdles that must be overcome most often are: 1) Scheduling a wide array of courses with a small number of teachers. 2) Lacking internet connectivity for students off the school campus. 3) Meeting the needs of exceptional students, given the remote, rural location of schools, leading to difficulty in receiving specialized services. The only barrier to a broad course of study is a small student population and few staff members. The variety that a big school or district offers is not a luxury enjoyed in a district as small as Death Valley USD. This applies across the grades and does reflect the fact that individual attention is a strength while a more varied curriculum and course offerings are not."	"The LEA successfully ensures access to a broad course of study for all students. Thus, the LEA will utilize the same methods as reported above, while continuing to research ways to expand the manner in which courses of study may be offered, especially via advances in technology. Death Valley Unified is proud of the education it offers at the same time recognizing that there is no way to offer students the variety made possible by a bigger student population. The goal will focus on a continuing effort to see students ready and equipped to move on to college or meaningful employment after graduation and to guarantee that if a student transfers to another school they will be equipped to succeed."	Met		6/14/2022	2022
37680490000000	Dehesa Elementary	7	"Dehesa uses a variety of measures to assess student data such as NWEA MAP, ELPAC, and CAASP ELA, Math, and Science for 5th and 8th grade. Teachers analyze data bi-weekly by disaggregating date by grade span as well as content. Teachers track progress and provide input on the needs for each of their students."	"As we are only one school in the Dehesa district, we do not have any comparison with different schools across our district."	"Due to low enrollment, Dehesa has combinatiion classes and a high population of students with IEPs. These are a few of the barriers that may impact access to a broad course of study."	Dehesa will continue to review and analyze student data with the local measure as mentioned in #1 and will provide professional development to teachers to ensure students have access to a broad course of study. We will continue working with our community partners and parents to notify and engage them in the decision making process of these metrics as well as access.	Met		6/29/2022	2022
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 the Sufficiency of Instructional Materials, 2. Professional Learning provided to each teacher in district focus areas, 3. Access to Physical Education Instruction – as measured by schedules monitored by site principals."	"Students had access to a broad course of study for grades K-6 during the 2021-22 school year, including unduplicated student groups and students with special needs in both programs. All students had access to board-approved standards-based materials.   Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning.  The district continued to work with Ron Ritchhart, a Harvard researcher, on using visible thinking strategies to develop the critical thinking skills of all students. Additional teacher cohorts attended training, as did all principals and Instructional Services staff.  All teachers received professional learning in Cognitively Guided Instruction, which provides teachers with the knowledge to help develop students as mathematical thinkers and problem solvers.  Professional learning was provided to implement a newly adopted science program, Amplify effectively.  All students received the required minutes of PE instruction."	All students in the Del Mar Union School District had access to and were enrolled in a broad course of study supported by highly skilled teachers.	The Del Mar Union School District will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers.	Met		6/22/2022	2022
08100820000000	Del Norte County Office of Education	7	"Castle Rock Charter School follows Board policy and state guidelines when implementing curriculum at  grade level. In addition, grade 9 through 12 have a set path of completing 220 credits to complete their  high school requirements to get a diploma and graduate. We also follow guidelines for foster/homeless  students if applicable. In addition, we have Co-Enrollment with the local high school that expands our offerings."	"At Castle Rock, all students have access to a broad course of study. There are no differences among  grade levels; all students have access to a broad course of study."	We currently have no barriers to offering a broad course of study to our students.	No revisions or new action at this time.	Met		6/9/2022	2022
08618200000000	Del Norte County Unified	7	"The District uses surveys and course registration information to track the extent to which all students have access to, and are enrolled in a Broad Course of Study. The District has more than ten CTE Career Pathways and holds information events and activities throughout the year (at the secondary level) to explain and highlight each Pathway option. Additionally, the AVID program at the comprehensive high school and Crescent Elk Middle School emphasizes a college-going culture for traditionally underrepresented subgroups of students and provides students and families with information about what they will need to do to succeed academically beyond the K-12 system. A tool that we are using (district-wide) is an indicator in our student data management system that provides a percentage of time a student is outside of a general education classroom and the time they are in a regular classroom. The Special Education Director, case carriers, and each principal review IEP placement routinely throughout the year as well as at each IEP meeting. This helps to ensure the student is placed in the least restrictive environment closest to their general education peers.The ELD coordinator and foster youth director review the placement of students in their programs a minimum of two times a year to ensure students are enrolled in appropriate courses. High school counselors review the placements of all EL,economically disadvantaged, and foster students to ensure they are enrolled appropriately."	"Del Norte Unified School District (DNUSD) has one comprehensive high school and two alternative high schools. Students at the comprehensive high school have access to a broad course of study, which includes access to courses in more than ten career technical education pathways, as well as a wide range of A-g course offerings. Programs such as World Languages, Performing Arts, and advanced science courses are available to any student who wants to participate in them. However, our two alternative high schools do have fewer offerings, as there are fewer students and staff members. Both of these alternative schools are working with District staff and the CDE to offer more programs and course offerings to their students, especially in areas such as A-G course offerings, and CTE pathways.    DNUSD also has one comprehensive middle school and two schools that offer TK-8 programs. Each of these schools provide middle school-aged students with a variety of elective course offerings, in addition to the core academic program; designed to help all students explore their interests in different academic and vocational areas."	"The major barriers that prevent students from accessing a broad course of study are: (1) District and site staff (including teachers, counselors, and administrators) need to put a more concerted effort into ensuring that all students at the high school level have a comprehensive awareness of what their academic and vocational course offerings are, and how their choices can impact their future plans; (2) there needs to be better communication between school sites and families of students (to educate parents and family member s about the different courses and academic options available to all students, and (3) there needs to be additional counseling staff at the middle and high school levels, that are dedicated to working with students to educate them on the course choices available to them, and which courses lead to which future options, in terms of college and career pathways."	"Having identified the (above-stated barriers) that prevent students from accessing a broad course of study, the District has engaged all 9th-grade high school students in the “Get Focused, Stay Focused” program, which helps students identify areas of potential vocational/career interests, as well as the courses of study that will help them achieve their goals. The District has also hired additional counseling staff and Family Engagement Liaisons, who will be able to assist with communication between school sites and families of students (to educate parents and family members about the different courses and academic options available to all students. Additionally, the District will be hiring a full-time College and Career Counselor, to focus on helping educate students on the course choices available to them, and which courses lead to which future options, in terms of college and career pathways."	Met		6/30/2022	2022
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 with the school focus being: Note-taking, college corner in classrooms and organizational skills for 3rd through 5th grades. Music courses are offered to all students in grades 3-5. All students, regardless of their language level or instructional level, have access to participate in music. Students also have access to a wide range of learning opportunities outside of the school day including GATE, migrant extended day and after school POWER program. The after school POWER program is designed to meet the academic, social and health needs of its students. 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 mathematic fields."	"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 continue to monitor the master schedule to ensure that students have continued access to broad course of study. The school will also continue to strengthen their science and mathematics program.	Met		6/13/2022	2022
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 study, 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 2021 reflect that 98.5% of students agree that the schools provide access to a broad course of study. Similarly, 94.2% 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 98.6% students and 93.7 % parents agree; Cesar E. Chavez 98% students and 100% parents agree; Robert F. Kennedy 99.4% students and 94% parents agree; Valley High School 100% of students and 100% of parents agree. Access to a broad course of study has resulted in increased 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 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 Delano Joint Union High School District will continue to address barriers that impede student learning and pupil outcomes. Accordingly, the district will hire four intern psychologists for each school site to address 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, harassment and prevention of suicide."	Met		6/23/2022	2022
15634040000000	Delano Union Elementary	7	"The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades K-5: site master schedules, access to board approved instructional materials, physical education schedules, and schedules for art and music. The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades 6-8: site master schedules, student schedules, student transcripts, and access to board approved instructional materials."	"Students in grades K-5 have the opportunity to participate in programs such as GATE, AVID, band, choir, robotics, and physical education. AVID is currently being implemented at all twelve of our district schools. Music courses are offered at all elementary sites with students participating in recorders beginning in 3rd grade and band in 4th grade and beyond. All students regardless of their language level or instructional level have access to participate in music at each of our elementary school sites. Students also have access to a wide range of learning opportunities outside of the school day including chess, mariachi, jazz band, choir, and STEAM enrichment. All students in grades 6-8 have access to a wide array of elective courses, and students are able to select their desired courses through the use of an elective interest survey. These courses include band, choir, AVID, Action lab, writing and composition, art, robotics, and career choices at each of our sites. Eighth grade students have the opportunity to enroll in Algebra at the local high school during zero period. In addition to daily coursework, students have access to participate in math field day, speech, GATE festival, and science fair. Professional development opportunities will continued to be offered on Next Generation Science Standards."	"The Delano Union School District makes every effort to provide all students with access to a broad course of study; however, one potential barrier is the need to balance much-needed intervention as a result of the pandemic and providing students with meaningful enrichment opportunities--two very important district priorities. Student-centered master schedules are strategically developed at both the elementary and middle school levels to help mitigate this challenge. . 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 continue to 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 reading and math intervention during and after the school day as well as yearly summer school to close gaps in student learning. Electives are now being offered at each middle school, and all students are eligible to participate in a variety of enrichment courses through ELOP."	Met		6/13/2022	2022
24753660000000	Delhi Unified	7	"The District will continue to ensure all class schedules in Elementary grades reflect the core instructional program, including Physical Education, and Music for all students in grades TK through 6 and designated English Language Development is provided to all English Learners. The elementary master schedule has been transformed to provide daily opportunities for strategic intervention support for struggling readers.  Our middle school master schedule reflects a full core instructional offering, including PE, Music, Career and College Club, Coding, and Agricultural Education elective courses. The Junior Academy of Medical Sciences (JAMS), as well as the Delhi Medical Academy of Sciences are also an active part of the middle school and high school program.  Delhi High School also offers courses in Agriculture, Business, and Computer Science. All three elementary schools continue to provide a strand of Dual Language Immersion through the district’s Dual Language Academy (DLA). The DLA runs through the Delhi Middle School and is fully supported by the World Language Department at Delhi High School, encouraging students to meet the requirements in order to obtain the California State Seal of Biliteracy."	"All students have access to and are enrolled in a broad course of study across all schools and student groups. English Learners have a designated time for English Language Development (D-ELD) and students with special needs participate in the least restrictive environments allowing for students to remain in the general education classroom where Special Education Teachers are able to push-in and provide support. With the majority of the population coming from households where Spanish is spoken, both the English Language Arts and Math curriculum are provided in both languages for students and parents to access online for additional support and as extended intervention. All elementary schools now offer a Dual Language Academy program."	"The district will ensure all students have access to and are enrolled in a broad course of study across all schools and student groups in a manner that prioritizes calibration of quality. This is to say that sit leaders, alongside teachers, and district leadership work together to ensure that although each site is a separate ecosystem, they all align to provide the same quality of instruction and operations on a daily basis. The three elementary principals serve in the Elementary Principals Collaborative, which is a formal forum where leaders collaborate to ensure that all students receive the same quality of care regardless of the school of attendance."	"DUSD acknowledges a need to better support the Newcomer programs meant to address the basic language skills of non-English speakers, as well as academic content. Rosetta Stone will be added as a support curriculum to help enhance a newcomer's access to the new language and, at the secondary level, the program will be transformed to a ""push in"" model that will challenge newcomer students to engage with their peers in more content courses with targeted support  In order to accomplish the goal of having all students reading at grade level by third grade, TK-6th grade teachers, Instructional Assistants, Principals, Teachers on Special Assignment and district personnel will receive purposeful training, guidance, coaching and mentoring revolving around early literacy instruction with an emphasis on Tier II intervention planning, implementation, monitoring and follow through with the combined support and effective implementation of Tier I intervention during the core instructional period."	Met		6/7/2022	2022
47702270000000	Delphic Elementary	7	The measure the LEA is using to track the extent to which all students have access to and are enrolled in a broad course of study is  administrative report.	The LEA offers a broad course of study to all students.	"Given our rural nature and small staff size, the barriers preventing the LEA from expanding and improving broad course of study include lack of trained staff and resources, especially in the area of physical education and world languages."	The LEA will continue to explore options to offer expanded world language and physical education instruction.	Met		6/15/2022	2022
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.	"In addition to the classes offered by our staff at Delta, 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."	"Our 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."	"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."	Met		6/14/2022	2022
39686276119309	Delta Charter	7	"This LEA uses a free digital tool called Clever for all the enrolled students . This tool automates the secure transfer of student rosters from our student information system to all our licensed digital curriculum and free applications chosen by classroom teachers. Clever is engineered to be the most secure and convenient way for districts to send vendors data which updates every night. This enables continuously updated roster information in all our learning programs.   Clever replaces outdated systems that take away from learning time logging into various digital sites. Clever offers Single sign-on (SSO) which grants students and teachers access to all of their learning applications with a single set of credentials through the Clever Portal. Administrators can monitor the access daily, historically over time, or for specific time periods of teachers and students by specific curriculum products and time spent in each application."	"This LEA uses Clever for all students enrolled. All enrolled students are able to access all licensed digital curriculum and free applications chosen by classroom teachers. As Clever is a web-based program, students can access their accounts beyond their school day wherever there is access to WIFI."	"There are no barriers preventing enrolled students from access to their licensed digital curriculum and free applications chosen by the classroom teachers during regular school hours. However, some of our enrolled students do not have access to WIFI in their homes,  which prevents students access during after school hours."	"This LEA has offered to provide portable hot spots to families for their homes to allow students WIFI access. Additionally, the school newly added an after school program for students to stay on site to allow for additional time to access their digital curriculum and receive academic support."	Not Met		10/18/2022	2022
39686270136135	Delta Charter Online	7	"This LEA uses a free digital tool called Edgenuity for all the enrolled students. This tool automates the secure transfer of student rosters from our student information system to all our licensed digital curriculum and free applications chosen by classroom teachers. Edgenuity is engineered to be the most secure and convenient way for districts to send vendors data, which updates every night. This enables continuously updated roster information in all our learning programs. Edgenuity replaces outdated systems that take away from learning time logging into various digital sites. Edgenuity offers Single sign-on (SSO) which grants students and teachers access to all of their learning applications with a single set of credentials through the Edgenuity Portal. Administrators can monitor the access daily, historically over time, or for specific time - periods of teachers and students by specific curriculum products and time spent in each application."	"This LEA uses Edgenuity for all students enrolled. All enrolled students are able to access all licensed digital curriculum and free applications chosen by classroom teachers. As Edgenuity is a web-based program, students can access their accounts beyond their school day wherever there is access to WIFI."	"There are no barriers preventing enrolled students from access to their licensed digital curriculum and free applications chosen by the classroom teachers during regular school hours. However, some of our enrolled students do not have access to WIFI in their homes, which prevents student access during after school hours."	"This LEA has offered to provide Chromebook and portable hot spots to families for their homes to allow students WIFI access. Additionally, this LEA offers structured in-person and digital Resource Center and Lab/Tutoring for all the students Mon-Thu, 8:00 AM to 4:00 PM. Individual tutoring is available on Fridays as well."	Not Met		10/18/2022	2022
34674130114660	Delta Elementary Charter	7	"River Charter Schools 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 River Charter Schools students are enrolled in a broad course of studies, including Art, Music and Physical Education."	No barriers have been identified at this time that would prevent students from accessing a broad course of study at any of the River Charter 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."	Met		6/20/2022	2022
39686270129890	Delta Home Charter	7	"This LEA uses a free digital tool called Clever for all the enrolled students. This tool automates the secure transfer of student rosters from our student information system to the majority of our licensed digital curriculum and free applications chosen by classroom teachers. Clever is engineered to be the most secure and convenient way for districts to send vendors data, which updates every night. This enables continuously updated roster information in our learning programs. Clever replaces outdated systems that take away from learning time logging into various digital sites. Clever offers Single sign-on (SSO) which grants students and teachers access to all of their learning applications with a single set of credentials through the Clever Portal. Administrators can monitor the access daily, historically over time, or for specific time - periods of teachers and students by specific curriculum products and time spent in each application. This LEA uses a tool called Follett as a school library management system. This program is utilized to check-in and check-out student book curriculum daily. All staff members have access to Follett giving them the ability to run reports on assigned student materials.  To verify students are working in the correct curriculum, administrators utilize Follett’s reporting system to confirm students have access to the proper grade level curriculum. To verify students are working in the correct curriculum, a data tracking binder has been created to"	"This LEA uses Clever for all students enrolled. All enrolled students are able to access the majority of their licensed digital curriculum and free applications chosen by their assigned teacher. As Clever is a web-based program, students can access their accounts beyond their school day wherever there is access to WIFI.   This LEA uses Follett for all students enrolled.  All staff members are able to access Follett to ensure students have the proper curriculum assigned."	"There are no barriers preventing enrolled students from access to their licensed digital curriculum and free applications through Clever. However, some of our enrolled students do not have access to WIFI or computers, which prevents student access when at home.      Students and parents utilizing book curriculum are able to select curriculum at any time depending on office hours.  Follett is used to track and identify the next series of curriculum needed to continue student learning."	"This LEA provides Chromebooks and portable hot spots to families for their homes to allow students access to online programs. Additionally, the school newly added an after-school program for students to stay on site to allow for additional time to access their digital curriculum and receive academic support. As a home school program, we offer online tutoring sessions for Math and ELA once a week.  A credentialed teacher specializing in each subject leads the tutoring session providing support as needed to students."	Not Met		10/18/2022	2022
39686270136028	Delta Keys Charter	7	"Question 1 This LEA uses a free digital tool called Edgenuity for all the enrolled students. This tool automates the secure transfer of student rosters from our student information system to all our licensed digital curriculum and free applications chosen by classroom teachers. Edgenuity is engineered to be the most secure and convenient way for districts to send vendors data, which updates every night. This enables continuously updated roster information in all our learning programs. Edgenuity replaces outdated systems that take away from learning time logging into various digital sites. Edgenuity offers Single sign-on (SSO) which grants students and teachers access to all of their learning applications with a single set of credentials through the Edgenuity Portal. Administrators can monitor the access daily, historically over time, or for specific time - periods of teachers and students by specific curriculum products and time spent in each application."	"This LEA uses Edgenuity for all students enrolled. All enrolled students are able to access all licensed digital curriculum and free applications chosen by classroom teachers. As Edgenuity is a web-based program, students can access their accounts beyond their school day wherever there is access to WIFI."	"There are no barriers preventing enrolled students from access to their licensed digital curriculum and free applications chosen by the classroom teachers during regular school hours. However, some of our enrolled students do not have access to WIFI in their homes, which prevents student access during after school hours."	"This LEA has offered to provide Chromebook and portable hot spots to families for their homes to allow students WIFI access. Additionally, this LEA offers structured in-person and digital Resource Center and Lab/Tutoring for all the students Mon-Thu, 8:00 AM to 4:00 PM. Individual tutoring is available on Fridays as well."	Not Met		10/18/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/1/2022	2022
33670580000000	Desert Sands Unified	7	"All students are offered the appropriate grade-level content standards in the least restrictive environment, regardless of the 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 support 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 are provided with a tablet (TK-1) or Chromebook (2-12) to use at school and at home. All students have access to the internet at home. Desert Sands built its own LTE network to provide access for all. Effective MTSS and PLCs in all schools lead to best first instruction, timely intervention, and re-teaching within the classroom setting, limiting the need for tier two and three supports. A culture of college and career readiness is supported at all schools to support students to make educated decisions about their future. At the secondary level, students have access to CCGI, a college and career planning tool."	"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, Theater, and Dance, at one comprehensive high school. Advancement Via Individual Determination (AVID) has been implemented at all secondary schools and eight elementary schools. Three more elementary schools and Horizon school will come on board during the 22-23 school year. 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. Desert Sands offers families the option to enroll in our Virtual Academy, a robust virtual experience through Horizon school.  Our English learners and students with disabilities are offered full access to standards-aligned curriculum through inclusion, with support as needed. Our SDC students are enrolled in the least restrictive environment."	"Master schedules at the secondary level are limited by 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 may not be able to participate in after-school programs unless they have another means of transportation."	"Multi-tiered System of Support (MTSS) – 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 is 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. DSUSD will continue to support a college and career culture and provide access for all students in grades 11 and 12 to the SAT college readiness assessment.  Desert Sands 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. In addition, we will continue to support full-time counselors at each elementary."	Met		6/21/2022	2022
36103636111918	Desert Trails Preparatory Academy	7	DTPA serves scholars in grades TK – 8.  All scholars are provided a broad course of study covering the following subject areas: ? English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education. This broad course of study is provided to all scholars at DTPA including unduplicated student groups and individuals with exceptional needs. The LEA utilizes progress reports and report cards to track and measure progress of scholars’ access and academic mastery in these areas. All areas of study are provided here for monitoring.	"As stated, scholars at DTPA all have full access to a broad course of study. This includes English Language Learners and scholars with exceptional needs. The broad course of study is imbedded at all grade levels using methodologies and pedagogical strategies to best reach scholars at their level. Furthermore, EL scholars receive additional support with reading specialists on campus who focus on ELD methodologies.  Our scholars with exceptional needs are also privy to access to our school Learning Resource Center where additional support is provided by our Special Education and instructional aides."	We have not identified any barriers.	DTPA will continue to provide a broad course of study for all scholars.   More attention will be focused on Career Technical Education as we move to implement CTE for grades 7 and 8.	Met		6/27/2022	2022
41690470129759	Design Tech High	7	"Our graduation requirements are aligned to the A-G requirements, so we track our graduation rate.  We are a small school, so the default course offerings for each grade level are the A-G requirements."	Our graduation rate and course sign ups indicate that all students have access to a broad course of study.	The primary challenge the past year has been hiring and retaining staff members to teach the courses.	We have hired an additional academic counselor to support students in progressing through the course of study and we have increased compensation to hire and retain staff members.	Met		6/8/2022	2022
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. 100% of students have access to, and are enrolled in a broad course of study. We are a single-school district."	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."	Met		6/8/2022	2022
44697994430245	Diamond Technology Institute	7	"Diamond Tech is a 9-12 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) There are four Career Technical Education Sectors and six CTE pathways aligned with the 12 elements of a high 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 six CTE pathways. All courses are a-g approved."	"All students at Diamond Tech take all courses offered at the school throughout the four years. If there are any adjustments made in curriculum, courses, or program those modifications are decided by SELPA and the student’s educational team, 504 adjustments, or on a case by case need where 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. Modifications are made on a case by case basis to ensure student success.	Met		6/6/2022	2022
37680490136614	Diego Hills Central Public Charter	7	"Using the school Student Information System (SIS) to collect course completion data, we tracked the  participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs  students and students by grade level for 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/9/2022	2022
37681630137109	Diego Valley East Public Charter	7	"Using the school Student Information System (SIS) to collect course completion data, we tracked the  participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs  students and students by grade level for 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022. Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/9/2022	2022
37103710137752	Dimensions Collaborative	7	"Broad UC/AG High School course list.  Robust elective offerings in World Languages, Visual and Performing Arts, Career Technical Education, Global Education, and Life Skills. 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 courses as outlined in the charter and the course catalog, including A-G and electives."	There are no currently identified barriers that are preventing access to courses for any students in any subgroups	Dimensions will continue to increase course catalog and provide access to qualified instructors across a broad course of study.	Not Met		9/28/2022	2022
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."	Met		6/23/2022	2022
39754996118665	Discovery Charter	7	All students have access to all the curriculum presented at Discovery. Students are enrolled in all core courses and Physical Education as well as enrichment classes in Spanish and visual and performing arts.	Classroom observations and enrollment data support inclusion of all students.	No barriers were identified	The school will strive to continue to involve all students in a broad course of study.	Not Met		10/10/2022	2022
43104390111880	Discovery Charter	7	"Discovery 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 instruction in Visual and Performing Arts and Physical Education. Separate instruction by specialists is provided for Arts 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 Physical Education, and Visual and Performing Arts during the school day.  Discovery students in the upper grades receive health instruction as well. There are no Career Technical Education or Applied Arts courses offered at the school. Discovery provides enrichment opportunities and electives for all students to foster the development of well-rounded students. • Enrichments for K-5 (Art, gardening, cooking, foreign language) • “Selectives” for 6-8 (changes, i.e. Boxing, Cross Training, Art, Drama, Woodshop, Coding, Cooking)"	"Due to staffing and physical space constraints, we cannot expand our course offerings any further."	Discovery 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.	Met		6/22/2022	2022
37680236111322	Discovery Charter	7	"Discovery uses the program Eschoolplus that our District uses to identify and track student enrollment in a broad course of study, including grade spans, unduplicated student groups, and individuals with exceptional needs.  We measure student progress through a variety of local measures, such as Achieve 3000 Reading Program, i-Ready math and reading program, and ESGI."	"TK - 6th has access to core content areas: English, math, science and social studies.  The DI program (English / Spanish) is offered to all students TK - 6th grades.  Once a week all students in TK - 6th grades rotate through 2 fine arts classes for 11 weeks at a time: art, music, robotics, and PE.  7th and 8th grade students also have access to the core content areas: English, math, science and social studies and PE as well as elective choices in art, music, and STEAM."	There are no barriers that prevent Discovery from providing access to a broad course of study for all students.	Discovery last year decided to expand the DI program so that more students have the opportunity to access and acquire two languages in K - 6th.  This is an ongoing process where each year another grade level is expanded.  Middle School last year revised it's daily schedule so that students have access to daily electives rather than just once a week fine arts classes.  Discovery is in the process of seeking a Spanish elective teacher so that our 7th and 8th grade students have the opportunity to start a second language or continue to acquire the second language.	Met		6/28/2022	2022
43104390127969	Discovery Charter II	7	"Discovery 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 instruction in Visual and Performing Arts and Physical Education. Separate instruction by specialists is provided for Arts 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 Physical Education, and Visual and Performing Arts during the school day.  Discovery students in the upper grades receive health instruction as well. There are no Career Technical Education or Applied Arts courses offered at the school. Discovery provides enrichment opportunities and electives for all students to foster the development of well-rounded students. • Enrichments for K-5 (Art, gardening, cooking, foreign language) • “Selectives” for 6-8 (changes, i.e. Boxing, Cross Training, Art, Drama, Woodshop, Coding, Cooking)"	"Due to staffing and physical space constraints, we cannot expand our course offerings any further."	Discovery 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.	Met		6/22/2022	2022
19647330115253	Discovery Charter Preparatory #2	7	"As with other indicators, the LEA is using multiple tools to track and measure the extent to which all students have access to and are enrolled in a broad course of study. First and foremost, the counselor meets with every student (all grade levels, all EL levels and all SPED designated students) individually once a year to ensure every student is enrolled in a broad course of study that meets all state requirements for graduation as well as all A-G course requirements for college application eligibility.   Additionally, surveys are conducted to students, parents and teachers regarding their perceptions about the broad course of study available to all students as well as the effectiveness of its curriculum. Every year the Director of Counseling also ensures the LEA maintains a broad course of study through the UCOP A-G course submission portal, updating and adding courses to the course list or removing courses when needed. Particularly for our special education population, the LEA has meetings about their enrollment in a broad course of study which occurs multiple times a year during both counselor meetings and their IEP meetings."	"In reviewing the multiple measures used to determine the LEA’s compliance with offering access to and enrollment in a broad course of study, it has been determined that the LEA is offering an adequate amount of courses spanning multiple subjects. As previously outlined, the LEA is offering the appropriate amount of courses as required by both the state of California for graduation requirements and the UCOP for A-G course requirements for college application eligibility.   If a student is not on track to reach the A-G requirements, the LEA offers credit recovery during the school year through Edgenuity. The counselor also helps students with signing up for summer school if necessary."	"Even though the LEA is in compliance with and provides a broad course of study, the LEA is a small school, providing only a finite amount of courses in Advanced Placement, honors, and electives. Many of our core subject teachers are also being employed to teach credential approved electives to our students."	"Due to its close proximity to Los Angeles Mission College, the LEA has developed an ongoing relationship with the college, allowing for the participation of students in Dual Enrollment courses on the LEA’s campus during a set period of the day. The LEA hopes that bringing additional rigorous courses on campus will help diversify the electives available and ensure rigorous coursework is available to any student searching for challenging courses.The LEA is also exploring additional elective possibilities based on our current teachers’ credentials and students’ interest."	Not Met		9/29/2022	2022
48705320122267	Dixon Montessori Charter	7	"All students at DMCS have access to a broad course of study.  Our LEA tracks access to curriculum, class time, and pacing for math, ELA, science, history, physical education, health class, specialized instruction for IEPs, intervention classes, and electives for all students and grade levels."	"All students at DMCS have access to, and are enrolled in a broad course of study.  Schedules are developed in the beginning of the school year to ensure that all students have more than the required time for each subject.  Curriculum is also checked at the end of each school year to see if it needs to be adjusted.   TK-1  Math: Montessori, Eureka, and Zearn ELA: Montessori, Collaborative Classroom Science: Amplify History: TCI PE: Spark and teacher created based on standards  2nd and 3rd Grade: Math: Montessori, Eureka, and Zearn ELA: Montessori and Collaborative Classroom Science: Montessori and Amplify History: TCI PE: Spark and teacher created  4-6th grades:  Math: Montessori, PBL, Eureka, Illustrative/Open up, Zearn, and projects/PBL created by teachers and based on standards.  ELA: Collaborative Classroom and projects/PBL created by teachers and based on standards. Science: Amplify History: TCI and projects/PBL created by teachers and based on standards. PE: Spark and teacher created based on standards  Middle School: Math: Illustrative/Open Up and projects/PBL created by teachers and based on standards. ELA: Teacher created based on standards. Science: Amplify History: TCI and projects/PBL created by teachers and based on standards. PE: Spark and projects/PBL created by teachers and based on standards. Health: Created by teachers and based on standards. Other electives: Spanish, art, curriculum support, beginning band, advanced band, leadership."	No true barriers identified beyond the national staffing shortage.	"Continue to use our systems and processes to ensure that students have qualified teachers, engaging standards aligned text, and schedules including an appropriate number of minutes.  This process used to provide students with a broad course of study is in full implementation and is sustainable."	Not Met		8/9/2022	2022
48705320000000	Dixon Unified	7	"Dixon Unified measures course access as part of its LCAP process. Specifically, data is gathered on the number of students who complete their 9th grade year and are on track to achieve a-g eligibility by 12th grade (a-g is the course of study required for admission to the UC and CSU systems).  The purpose in specifically tracking 9th grade students is to intervene early should students fall behind this critical measure for college readiness.  Additionally, the District tracks and reports out on the number of students graduating from Dixon High School a-g prepared, the number of students graduating high school defined as “prepared” by the Dashboard’s college and career indicator, the number of students enrolled in Advanced Placement (AP) courses,  the number of students enrolled in Career Technical Education (CTE) courses, and the number of graduates who complete a CTE Pathway. At the elementary level, students are placed in reading intervention based on local indicators in order to ensure they are successful in the core program. All English Learners are appropriately placed in designated English Language Development courses in K-12."	"The following is the most recent data for secondary measurements: 9th grade students who finished on track to graduate a-g qualified: 37%; A-G Graduation Rate: 38%;10-12th Grade AP Enrollment: 40.5%; CTE Enrollment: 35%. At the elementary level, there are approximately 300 students enrolled in intervention to ensure their access to core materials. This intervention is a push-in model and students receive specialized instruction during universal access time so students do not miss out on any core instruction. K-12, DUSD employs a designated ELD program to meet the needs of English Learners. This program is leveled, and designed to meet students where they are with regard to English acquisition. All of these students have full access to our core program in addition to receiving specialized designated ELD instruction.  Moreover, elementary students have access to fully credentialed science specialists to deliver access to grade-level appropriate NGSS aligned instruction in this critical area."	"There is an achievement gap in the number of Latino, EL, Special Education, and Socio-economically disadvantaged students graduating a-g qualified as compared to their white, non-SED, English Only peers. This gap mirrors the achievement data for our students K-12. At Dixon High School, students from traditionally underrepresented groups are enrolled in Advanced Placement courses commensurate with their percent makeup of the school’s demographics; however, the number of Latino, socio-economically disadvantaged, and EL/R-FEP students who pass AP exams is lower than that of their white and non-socio-economically disadvantaged peers.  At the middle school, the current six period day prevents students who are in ELD and/or Special Education from fully accessing the site's elective program.  The District and school are in ongoing discussions in order to rectify this situation."	"Dixon Unified has significantly expanded Advanced Placement offerings in the last few years. There are now 14 different AP courses offered in myriad subject areas. This expansion has provided significantly more access to students interested in pursuing advanced study. In Career Technical Education, Dixon High School offers courses in five pathways: Agricultural Science, Agricultural Mechanics, Floral Design, Multimedia Arts, and a new Farm to Fork course in the Tourism/Hospitality industry sector.  These programs are supported by a number of funding streams and plans, including the LCAP, to ensure their long term sustainability. Dixon Unified is committed to supporting students with high quality tiered interventions in both the elementary and middle school programs so as to ensure all students are prepared for an a-g course load when they enter high school.  As referenced above, the District is working with the middle school to increase access to electives for English Learners and students with disabilities.   DUSD has also added an At-Promise Counselor to work with students in grades 6-10.  The purpose of this program is to identify early students who are at risk of not graduating college and career ready, provide these students with specific, research-based interventions and support, and engage the students and their families in proactive goal-setting activities to ensure they transition to Dixon High School effectively."	Met		6/2/2022	2022
24753170000000	Dos Palos Oro Loma Joint Unified	7	"1. The District 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."	"2. 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."	3. None.	4. The District has worked on a plan to increase options of elective courses offered at the middle school level. The District has as one of its goal to increase college credit classes at the high school.	Met		6/30/2022	2022
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 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. 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."	Not Met		9/12/2022	2022
19644510000000	Downey Unified	7	"In elementary schools, all students have equal access to a broad course of study. Students receive their core instruction in English Language Arts, Mathematics, Science, and Social Studies. All schools have access to STEAM education through our STEAMworks initiative which includes engineering design tasks, robotics, and coding. Innovation labs promoting STEAM have been established (or are in the process) in all elementary schools which provide additional opportunities to all students.  Downey Unified secondary schools use A-G course completion, graduation rates, college acceptance and enrollment, and CTE course enrollment to track student access to a broad course of study. Schools utilize the Master Schedule, Academic Guidance Reports (AGRs), and standards-aligned formative assessments (as defined by Professional Learning Communities) to ensure alignment and integration of resources, staffing, and scheduling so that low-income students, English Learners and Foster youth received focused academic and non-academic support in meeting district goals. 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. Professional Learning Communities within each core subject area utilize formative assessments to help target essential skills and standards for student progress monitoring."	"All secondary schools offer a full range of courses serving the college-and-career bound student. Over 90% of the classes offered, meet UC/CSU “a-g” requirements. Twenty-one Advanced Placement (AP) courses are available to all students in the areas of English, math, science, social science, foreign language, art, and music. Targeted programs are in place to address both the academic and non-academic needs of students. Some of these include 1) Designated ELD courses. 2) The Advancement Via Individual Determination (AVID) program. AVID, as a district initiative, has robust school-wide programs at both comprehensive high schools, all four middle schools, and one elementary school. 3) Career Technical Education (CTE) programs at the high school level career pathway opportunities for students. At the middle school, Project Lead the Way (PLTW) Gateway electives offer project-based learning modules including topics such as Green Architecture, Medical Detectives, and Computer Science.  Our current course of study at the middle and high school level provides diverse, rigorous options for ALL our students. DUSD’s high schools recognized the need to offer a broader course of study. They have added 20 elective courses that meet A-G criteria The district previously 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."	"Utilizing our Master schedules, AGRs, and Targeted formative assessments, our schools have recognized and are currently addressing several barriers at the secondary level that have prevented all students from accessing a broad course of study. Barrier 1: In the rollout plan for our new “a-g for all” graduation requirements, we discovered that our “a-g” completion rate for our comprehensive high schools was 52%. By further analyzing that “a-g” data and our Master Schedules at the high schools, we discovered that we did not have enough seats for all students to access the coursework necessary for “a-g” completion. Barrier 2: In close examination of our Academic Guidance Reports, we discovered a high fail rate for Algebra II and four years of college prep English as a barrier to student success. As a result of these failing courses, students had to retake courses to earn credits which left no room in their schedule for broader course options. Barrier 3: At the middle school level, mandatory placement into a year-long intervention class posed a Master Schedule barrier to at-risk students’ access of elective courses. AGR analysis mandated that we revise our intervention policy and revamp how we offered core academic support at the middle school level.  Overall, we determined that at the secondary level, we needed to create solutions based on individual student needs by better aligning our resources, staff, and budgetary allocations to match those priorities."	"As a result of the analysis of our A-G course completion, graduation rates, college acceptance and enrollment data, and CTE pathways to track student access to a broad course of study, Downey Unified has made several changes to better meet the individual needs of all 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 as well as earn original credit for courses such as Health, Art 1 and 2, and PE, therefore opening up their schedules for more diverse course  options.  As well, we have added zero period and 7th-period options during the regular school year enabling more students to participate in AVID, CTE, and AP courses. Barrier 3: At the middle school level to address student access to elective courses, we created a task force to review entrance and exit criteria for the academic support classes. Therefore, we revised our entrance and exit criteria for our core Intervention courses permitting students to move more fluidly in and out of academic support classes. Middle schools have also added zero and 7th period PE and elective options. By modifying the Master Schedule, students have more choice and access to a broader course of study."	Met		6/21/2022	2022
43104390123257	Downtown College Prep - Alum Rock	7	"All students at Downtown College Prep Alum Rock (DCP Alum Rock) enroll in a broad course of study appropriate for grades six through twelve, which are also aligned to the UC/CSU A-G Requirements in grades nine through twelve, and that include: English Language Arts, Mathematics, Science, History-Social Science, Visual and Performing Arts, World Languages, Academic Electives, and Health and Physical Education. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled). The Leadership Team, Central Office, and Board of Directors monitor A-G completion rates, disaggregated by subgroups, to ensure access and enrollment by all."	"At the middle school level, all students are enrolled in the same common curricular sequence in core classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with the non-core areas, middle school students are able to exercise choice while still maintaining access and enrollment in a broad course of study. At the high school level, all students are enrolled in A-G aligned classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with A-G, students are able to exercise choice in these areas while still maintaining access and enrollment in a broad course of study."	"There are no barriers to access nor enrollment by subgroups in the middle level courses. At the high school level, there are no differences in access nor enrollment by subgroups for students by ethnicity, socio-economic status or gender. Students with disabilities as noted by an IEP or those who are still learning English are not represented in honors/AP classes in the same percentage as their population at school. Analysis of the reasons for individual student choice in course taking reveal that there are no systematic barriers that prevent enrollment by these students but rather that their decision to not take the more rigorous course is based on their understanding of the demands inherent in such a course. As a result, no revisions, decisions, or new actions are required."	"DCP Alum Rock will continue its work to ensure all students have access to and enroll in a broad course of study, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study."	Not Met		10/25/2022	2022
43696664330585	Downtown College Preparatory	7	"All students at Downtown College Prep (DCP El Primero) enroll in a broad course of study appropriate for grades nine through twelve, which are aligned to the UC/CSU A-G Requirements and include: English Language Arts, Mathematics, Science, History-Social Science, Visual and Performing Arts, World Languages, Academic Electives, and Health and Physical Education. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students have access and are enrolled). The Leadership Team, Central Office, and Board of Directors monitor A-G completion rates, disaggregated by subgroups, to ensure access and enrollment by all."	"All students are enrolled in A-G aligned classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with A-G, students are able to exercise choice in these areas while still maintaining access and enrollment in a broad course of study."	"There are no barriers to access nor enrollment by subgroups for students by ethnicity, socio-economic status or gender. Students with disabilities, as noted by an IEP or those who are still learning English, are not represented in AP classes in the same percentage as their population at school. Analysis of the reasons for individual student choice in course taking reveal that there are no systematic barriers that prevent enrollment by these students but rather that their decision to not take the more rigorous course is based on their understanding of the demands inherent in such a course. As a result, no revisions, decisions, or new actions are required."	"DCP El Primero will continue its work to ensure all students have access to and enroll in a broad course of study in 2022-2023, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study."	Not Met		10/25/2022	2022
43696660129718	Downtown College Preparatory Middle	7	"All students at Downtown College Prep Middle School (DCP El Camino) enroll in a broad course of study appropriate for grades five through eight and that includes: Humanities and STEM Blocks, Health and Physical Education, and Enrichment. The school Leadership Team reviews the school and grade level course offerings and curriculum maps on an annual basis, to ensure a broad course of study is offered (in which all students are enrolled)."	"All students are enrolled in the same common curricular sequence in core classes, ensuring all students have access to and are enrolled in this broad course of study. As all enrichment courses are in alignment with the non-core areas, students are able to exercise choice while still maintaining access and enrollment in a broad course of study."	"There are no differences in access nor enrollment by subgroups. As there are no barriers, no revisions, decisions, or new actions are required."	"DCP El Camino will continue its work to ensure all students have access to and enroll in a broad course of study, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study."	Not Met		10/25/2022	2022
19647336119903	Downtown Value	7	"Students at Downtown Value School are required to enroll in a broad course of study for grades TK-8th in English, Mathematics, Social Sciences, Science, Physical Education, Art, and Language Development class.  Students that complete the school's requirements will receive a Certificate of promotion.  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 teacher/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 school  to determine if all students, including unduplicated, are enrolled in a broad course of study are: class schedules, report cards, English Language Learner identification, and Individualized Education Plans."	"The locally selected measures demonstrate all Downtown Value School  students have access to a broad course of study. In addition, DVS  has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study. DVS offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomers. . 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, DVS uses a full inclusion model where RSP teachers push in or pull out  English and Math courses. For newcomer English learners, DVS 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 Downtown Value 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  DVS has provided professional development and support to classroom teachers through meetings and observations. In 2022-23 DVS  will change its coaching plan to assign one coach per teacher and DVS will continue to improve its use of SDAIE strategies which allow all students access to the broad course of study."	Met		6/24/2022	2022
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. 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.  Our four (4) 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.  With the focus on Career Technical Education (CTE) at the high school level, DCJESD felt that it was important to build a pathway for our students connecting them to CTE courses.  All 6-8 students have access to Project Lead the Way (PLTW) courses. These courses align with those of our feeder high schools.  The total number of 6-8 students enrolled in PLTW is 1,158 students participating in these courses.  The number of unduplicated students enrolled in the courses is monitored."	"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 unique 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 is 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.  These supports translate into students accessing their education at a higher level. In addition, professional learning  will build general education and EL specialist capacity to teach ELD.  This will include training on the ELD standards, strategies, lesson design, use of Road to Reclassification process, and integrated and designated instruction.  EL specialists will participate in regular monthly meetings to address improvement of our program, strategies and resources, and build capacity within the team."	Not Met		9/15/2022	2022
37103710138594	Dual Language Immersion North County	7					Not Met			2022
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 sbarriers 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."	Met		6/23/2022	2022
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. They are provided classroom instruction with Reading/Language Arts, Mathematics, Science, and Social Science. Elementary students have regular access to Physical Education and music instruction through the prep schedule. Participation in the broad course of study is recorded in the elementary report cards which are given at the end of each trimester. At the secondary level, most courses are a-g approved. For the 2020/21 school year, 76.5% of Dublin High School graduates met UC/CSU requirements. Students have access to 42 CTE courses with 1,909 enrolled in 2020/21. For the 2020/21 school year, there were 911 students (took AP exams) taking AP courses and 89% of AP students scored a 3 or better on the AP test. Dublin High School will continue to expand CTE pathway opportunities as well as expand dual enrollment offerings. Additionally, we check in with our unduplicated students to see if they need a device or an access point to connect to the internet at home. If a device or access is not available at home, we will provide them."	"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 (Gael period) as well as access to advanced, honors, and Advanced Placement classes. Dublin Unified is looking to expand CTE opportunities and increase 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 Mathematics and Physical Education will ensure that up-to-date instructional materials are in place. Professional development days will be devoted to supporting teachers in their instructional practices. We will continue our Professional Learning Communities work to facilitate common agreement on essential standards, common assessments, and sharing of instructional strategies and resources. We will be expanding our Multi-Tiered System of Support (MTSS) to properly screen, diagnose, and provide interventions within the workday. We are increasing the use of data in the district so that inequities can be illustrated. We will continue a partnership with Equal Opportunity Schools (EOS) to support unduplicated students at the high school level. EOS helps schools identify unduplicated students who might not believe they can participate in Advanced Placement courses. EOS also shows schools how to support these students once they are in AP courses. We are refining an AP summer boot camp to encourage first-time AP students to learn the mindset and skills they will need to be successful in AP classes. This will assist students in the academic foundations needed to transition into AP classes and enhance their success in AP courses."	Met		6/28/2022	2022
54718940000000	Ducor Union Elementary	7	"Ducor uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class."	"Based upon review of class enrollments and teacher lesson plans, every student at Ducor is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education."	"No barriers preventing Ducor from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities."	"Ducor continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services."	Met		6/28/2022	2022
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	None	"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."	Not Met		9/13/2022	2022
49706720000000	Dunham Elementary	7	Dunham Elementary 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.	None	"Dunham Elementary 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."	Not Met		9/13/2022	2022
47702430000000	Dunsmuir Elementary	7	"The LEA selects measures that indicate whether students have access to a broad course of study. The following factors were reviewed: 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. Professional Learning provided to each teacher in district focus areas, 3. Access to Physical Education Instruction – as measured by schedules monitored by site principals."	"Students had access to a broad course of study for grades K-6 during the 2021-22 school year, including unduplicated student groups and students with special needs in both programs. All students had access to board- approved standards-based materials. Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. Staff engaged in a variety of professional development addressing best strategies for instruction. Professional learning was provided to effectively administer a newly adopted science program, Twig. All students received the required minutes of PE instruction from our newly hired P.E. instructor. Teachers engaged with the class to learn the new P.E. program."	All students in the Dunsmuir Elementary School District had access to and were enrolled in a broad course of study supported by highly skilled teachers. The one barrier we are experiencing is providing instruction in World Language due to lack of instructor.	The Dunsmuir Elementary School District will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers. We will continue to research ways to provide instruction in World Language.	Met		6/28/2022	2022
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."	Met		6/22/2022	2022
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 100% 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 100% 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.	Met		6/14/2022	2022
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. We have used the Renaissance STAR test since 2019. 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. 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. We provide art, physical education, and outdoor education. If there was increased funding from the state of course there would be more opportunities to continue to build on the programs already offered."	"At Eagle Peak Montessori we examine all data from both the formative and summative assessments in order to ensure that the curriculum is meeting the needs of students. When there are new initiatives at the state or federal level, we make sure to be trained in those areas in order to ensure that the students have access to current educational trends as appropriate. We work to weave all state standards into the Montessori curriculum which is always our grounding point"	Met		6/30/2022	2022
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. Read 180 class is also offered at both elementary school sites.    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 Guided Reading 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 implemented a master scheduling process in January 2021.  Site leaders evaluated school data and began to formulate classes for the 2022-2023 school year.  A new English Language Arts and supplemental curriculum adoption occurred, aligning all sites, PK-8th grade.    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."	Met		6/21/2022	2022
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 continue to offer our ELD class and have purchased brand new ELD curriculum for our EL students.  We have also vested in ELD training for our teacher so they can make sure that our EL students have access to our ELA classes and other designated subjects on campus. 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 look at our AP and Honors offerings to either develop or revamp an academic pathway, beyond graduation track, that embodies East Nicolaus High Schools culture  students to select and opt into a course of study that generates interest for A-G."	Not Met		10/19/2022	2022
43694270000000	East Side Union High	7	"The District has selected the following measures: *Access by English Learners to 3rd year of ELA, Math, and Science courses *English Learner AP enrollment  *Access to Least Restrictive Environment for Students with Disabilities"	"East Side Union High School District's total English Learner 11th grade population is 5397.  *32.9% of English Learners are enrolled in 3rd year Math course, 44.1% are enrolled in 3rd year ELA course and 23.1% are enrolled in 3rd year Science course.  *11.5% English Learners are enrollment in at least one AP/IB course.   *32.4% Students with disabilities are in general education courses at least 80% of the day.   The district has found that these measures have stayed about the same over several year."	"We have determined that course passage in the first years of English, Math, and Science as well as the lack of timely instructional interventions are barriers for English Learner students in accessing the 3rd years of these subjects. We found that the district's Policies and practices in placement of Students with Disabilities hinders their ability to gain access to general education classes."	"In response to the reflection and data mentioned above the district is implementing professional development in use of appropriate teaching strategies and use of accommodations and modifications for learners as well as the development of common assurances focused on reflective practices. The district is Examining placement policies for English Learners, and Students with Disabilities as part of development of responses toward Multi-Tiered Systems of Support."	Met		6/23/2022	2022
19644850000000	East Whittier City Elementary	7	"The East Whittier City School District offers a broad course of study to all students. In order to track the extent to which all students have access to a broad course of study, EWCSD 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. At the local level, EWCSD uses its Student Information System (SIS), Aeries, to monitor the master schedule, course offerings, and student placement. Administrators, particularly at the middle school level, collaborate on course offerings to ensure equity across all schools, and electives are provided with the expectation that all students have the opportunity to participate in a variety of courses. Students have various opportunities to select the elective courses that most interest them. The SIS is used to determine if unduplicated student groups and/or students with IEPs have equitable access to a broad course of study. Additionally, EWCSD uses the Illuminate Student Data system to provide information on student achievement by subgroups including English Learners, Students with Disabilities, Socioeconomically Disadvantaged, and Reclassified Fluent English Proficient 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 the best placement in courses offered at each school."	"All EWCSD students are enrolled in a broad course of study. This includes all required content areas in addition to a variety of enrichment and intervention support opportunities throughout the school day. At the elementary level, all EWCSD students have the opportunity to experience music, art, and physical education with our VAPA team. Our VAPA teachers follow a progression of skills aligned to the visual arts and music state standards and framework. This program model is consistent among all ten elementary schools. At several school sites, students have the opportunity to engage in coding, robotics, and fee-based after-school programs. In addition to enrichment, each elementary school has an Intervention Specialist to ensure that all students needing academic support receive intervention during the school day. Gifted students also receive enrichment in the area of STEM during the school day at all of our schools. Currently, in our middle school setting, there are three different models for providing a broad course of study for grades 6-8. Our models include an elective wheel that provides a variety of content that rotates each quarter; electives based on student interest; and electives based on student academic needs.LCAP supplemental funding has also enabled middle schools to offer videography, robotics, coding, and other STEM-related offerings. With one-to-one devices in all grades, EWCSD students have daily access to technology."	"All of our elementary sites provide a broad course of study to all students. One barrier present at the elementary level was budget cuts that impacted our Visual and Performing Arts program. We are working to restore that program as the budget allows. There are barriers at the middle school level that prevent schools from offering a greater variety of course offerings. For example, an Individualized Education Plan (IEP) may limit access to a student’s desired elective based on the time of day it is offered. Also, students who are acquiring the English language also have limited opportunities to have greater variety in their course of study. If they are not making adequate progress towards English proficiency, their elective is a Designated ELD class. The goal is to accelerate their language proficiency and reclassify them while enrolled in the Designated ELD class. Once they reclassify, they will have access to the full scope of electives."	"Throughout the 2021-22 school year, the District established a Broad Course of Study (BCOS) Committee comprised of parents, students, teachers, and District administrators. The BCOS committee, with input from survey data, established four core areas that would be further developed or created: Visual Arts, Music, STEM, and College and Career Explorations. Throughout the year, four BCOS subcommittees began to create a scope and sequence for visual arts and music strands. The District will hire additional visual arts and music teachers in an effort to increase the frequency that students will have access to music and art. In the area of STEM, the District will be establishing maker spaces at every elementary site and STEM labs at each middle school. In addition, teachers will engage in professional learning experiences with our instructional coaches to enhance their understanding of the purpose and usage of the maker spaces and STEM labs. In addition, the District will continue to pursue broadening the course of study in the following ways: (1) Researching pathways and creating partnerships with the local high school district and colleges to offer courses that will complement existing programs in the high school district; (2) creating a master schedule ensuring that students are able to accelerate, remediate, intervene, and access a greater variety of course offerings while enrolled at EWCSD."	Met		6/15/2022	2022
26736680000000	Eastern Sierra Unified	7	ESUSD employs a guidance counselor to ensure all students have access to a broad course of study in all grades.  ESUSD employed a full time school psychologist to ensure students with exceptional needs have their IEPs met with fidelity.	"The district uses district assessments to assess students to see what content areas students are struggling in, or where they have successes.  The data is also used to drive the district's newly implemented intervention program for our K-8 students."	ESUSD is offering a broad course of study to all students.  The district falls short with career tech as we have two very small high schools and do not have the personnel or funding to provide additional courses.	ESUSD continues to offer and increase our number of students who participate in concurrent enrollment in order to offer an extensive list of courses students may take.	Met		6/15/2022	2022
19644770000000	Eastside Union Elementary	7	EUSD monitors access to a broad course of study through the review of: • Daily classroom schedules in TK – grade 6 / master schedule at the middle school • Classroom rosters • Adoption of curriculum for all content areas • Purchase of software programs and instructional materials • Report cards • IEPs	"Students at all four elementary schools are provided access to a broad course of study. Elementary schools all have a model day schedule that include adequate time for all core content. The district provides the same adopted materials and professional development for all elementary schools. Two music teachers provide the music program at the four elementary schools. Individual schools develop their music schedule and there are small variances in the amount of time each classroom participates in the program based on the site’s needs. All other content areas, ELA, Math, Science, Social Studies, Physical Education, English Language Development, and Art are provided by the classroom teacher. Students at the middle school are provide access to a broad course of study. The district provides adopted materials and professional development in content areas for all teachers. The school’s master schedule ensures that all students receive ELA, Math, Science, Social Studies, and Physical Education taught by appropriately credentialed single subject teachers. English Language Development is provided to English learners. Music, Art, and Career Tech Education are part of the elective program and students may self-select an elective. The district is in the research phase of development for world language, dual immersion, and/or bilingual classroom programs."	"Students are receiving a broad course of study at the elementary school sites. One course of study that is not yet addressed is World Languages, dual immersion, and/or bilingual programs. A barrier to implementing this program is access to qualified language teachers. At the middle school, a broad course of study is available, but due to master scheduling students self-select one elective (music, art, etc.) and therefore are not receiving instruction in all the areas. Students are not required to select from different types of electives and can take 4 semesters of a career tech education course and therefore not be exposed to any Visual and Performing Arts (VAPA) classes. Additionally, the need for English learners to take English Language Development during their elective limits their access to a broad course of study."	"To ensure access to a broad course of study for all students the district will establish an advisory committee to consider the World Language Standards, dual immersion, and/or bilingual programs to develop a timeline for program implementation across the district. Our middle school has implemented both zero period and eighth period programs to offer enrichment classes to students who do not have access during the day (e.g., English learners) or to students who would like to access multiple programs (e.g., art and music). The middle school will work with their School Site Council to consider other ways to ensure all students receive access to a broad course of study during the two years they attend middle school."	Met		10/6/2021	2022
50757390124669	eCademy Charter at Crane	7	"Turlock Unified School District conducts annual and ongoing 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.  Measures and/or tools to track the extent to which all students have access to, and are enrolled in, a broad course of study: master schedule, balloting, school course directories, student handbooks, counselor(s), math placement criteria/math placement, enrollment numbers, AERIES/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, District Task Forces - English Learners, Math, and Special Education, Western Association of Schools and Colleges (WASC), Career Technical Education, AP courses, Program Equity Sites - Roselawn and eCademy, student demographic data, on-going data analysis (District position - Data Information Analyst).  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"All TK-6 students are enrolled in core: All TK-6 students have access to, and are enrolled in:  Digital Citizenship, District Farm, Music, Study Trips, Outdoor Education, GATE Program, and Theme-Based Schools, Human Growth and Development, STEM, Assemblies, Dual Language Immersion, and school gardens. Identified TK-6 students have access to MTSS and Interventions (counselors, math intervention, reading intervention, Newcomer support).   All 7-12 students are enrolled in core: All 7-12 students have 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, Community College, Co-curricular and extra-curricular activities and opportunities, Dual Enrollment, CSUS courses, and access to UC/CSU A-G coursework that ensures students are college/career ready when they graduate from high school. Identified 7-12 students have access to MTSS and interventions.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"Give the results, the District provided additional interventions and supports at the elementary and secondary levels - intervention teachers, counselors, ELD Newcomer Program, EL Site paraprofessionals, and social-emotional supports.  The district continues to ensure students with disabilities, English Learners, students receiving free and reduced meals, foster youth, and homeless students are offered a broad course of study.  The district will continue to provide a range of elective course offerings that are accessible to all students.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	"In response to the results,  the District is expanding TK,  the Expanded Learning Opportunities (ELO) Program will provide funding for afterschool and summer school enrichment programs for kindergarten (including transitional kindergarten) through sixth grade,  the District and sites will review and monitor course completion to improve A-G, and  the District, high schools, and Equity sites will continue to evaluate CTE.  Turlock USD will continue to monitor and review access to broad course of study and administer and collect feedback to ensure that the needs of all students are being met.  eCademy's data is included in the Turlock Unified School District reporting of local indicators."	Met		6/7/2022	2022
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 embedded 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 Reading and Math instruction with Intervention Aides and Reading Specialists. Each site has highly qualified special education teachers and aides. 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 mangers 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, Visual and Performing Arts, Health, and Physical Education. In grades 7-8, the following courses are offered: English, Social Sciences, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. The following electives are offered in grades 7-8: Arts, Advanced Art, Media Technology, Photography, Agriculture, Dance, Recreational Activities, Creative Arts, and Peer Leadership."	"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, Aeries, to ensure all students are enrolled appropriately. We will also continue to monitor enrollment in electives to add, adjust, or modify as needed. Our goal is to ensure access to a broad course of study for all students."	Met		6/21/2021	2022
10101086085112	Edison-Bethune Charter Academy	7	"EBCA is an elementary school with students enrolled from grades TK to 6th. The tool that is used in our single school district is our Aeries student information system that tracks all courses students are enrolled in on a daily basis. Our student information system verifies that all students have access to our broad courses of study. Since we are an elementary school, there are no barriers providing a broad course of study to all students. EBCA will continue to provide all students access to a broad course of study which includes all core subjects aligned to the CA state standards using state adopted curriculum as well as art, music and physical education."	EBCA is an elementary school with students enrolled from grades TK to 6th. The tool that is used in our single school district is our Aeries student information system that tracks all courses students are enrolled in on a daily basis. Our student information system verifies that all students have access to our broad courses of study. There are no differences in sites since there is only one and all students groups receive the same access to a broad course of study.	"Since we are a single school district with elementary school, there are no barriers providing a broad course of study to all students."	There are no new actions since all students receive a broad course of study. EBCA will continue to provide a broad course of study to all of it's elementary students.	Met		6/17/2022	2022
19647330135723	Ednovate - Brio College Prep	7	"To graduate from Brio College Prep, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The Critical Thinking metric is built around project-based learning - students must complete 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, in which seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom."	"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."	Brio 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.  Brio 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."	Met		6/15/2022	2022
19647330132282	Ednovate - East College Prep	7	"rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The Critical Thinking metric is built around project-based learning - students must complete 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, in which seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom."	"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."	Met		6/15/2022	2022
19647330135715	Ednovate - Esperanza College Prep	7	"To graduate from Esperanza College Prep, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The Critical Thinking metric is built around project-based learning - students must complete 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, in which seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom."	"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."	Met		6/15/2022	2022
30103060133983	Ednovate - Legacy College Prep.	7	"To graduate from Legacy College Prep, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The Critical Thinking metric is built around project-based learning - students must complete 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, in which seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom."	"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."	Legacy College Prep currently has no barriers preventing the LEA from providing access to a broad course of study for all students.	"To ensure access to a broad course of study for all students, the school has added a robust selection of AP courses in response to student performance and interest. Additional supports based on areas students show needs in have also been established, such as English Learner blocks, study halls, and seminars for college and career readiness. Courses relating to career readiness, such as Computer Science and a music course sequence, have also been added to further expand the broad course of study.  Legacy College Prep has also acquired an online program for credit recovery. This program ensures that students have access to all A-G courses regardless of their successful completion of the course during the school year, offered after school and during the summer. This program and online access to our live courses are offered for students who are temporarily unable to attend school due to illness or other extenuating circumstances."	Met		6/15/2022	2022
19647330140129	Ednovate - South LA College Prep	7	"To graduate from SLA, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.  The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well. The Critical Thinking metric is built around project-based learning - students must complete 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, in which seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom."	"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."	South LA 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.  South LA College Prephas 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."	Met		6/15/2022	2022
19647330125864	Ednovate - USC Hybrid High College Prep	7	"To graduate from USC Hybrid High School, students must meet requirements that are more rigorous than the A-G requirements. This ensures students are enrolled in a broad course of study, including both core subjects and electives. In addition, to be promoted to each grade level, as well as to graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three of them help to measure and ensure our students’ success in broad courses of study.   The College Rigor metric is purely academic focused and enables the school to measure student progress across subject and grade. In particular, pre and post-ACTs as well as quarterly interim assessments are administered, which measure student learning and growth in English, Math, Reading, and Science. Rigorous analysis of the data across all different subgroups helps to identify what supports students need and help to ensure we are serving all students well.  The Critical Thinking metric is built around project-based learning - students must complete 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, in which seniors answer the question “How do I use my skills and passions to meet the world’s greatest needs?” This helps our students make connections across subjects and outside of the classroom."	"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."	Met		6/15/2022	2022
30666700101626	Edward B. Cole Academy	7	"Edward B. Cole Academy is a WASC-accredited tuition free charter school that serves approximately 414 students in grades TK-5 with the following demographics: 99% Hispanic, 0.5% White, 0.2% African American, 0.2% Asian, 9% Students with Disabilities (SWD), 59% English Learners (EL), 0.5% Foster Youth (FY), 0.5% Homeless Youth (HY), and 92% Socioeconomically Disadvantaged (SED).  Edward B. Cole Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Edward B. Cole Academy’s educational program, outlined in its charter petition.   Edward B. Cole Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, and parent/conference reports"	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At EBCA, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in: Art, Dance, Band and Cheer. 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."	Met		6/29/2022	2022
23656072330272	Eel River Charter	7	"Attendance roster, full time aides in each classroom, lesson plan books, small group instruction, online counseling support for targeted students with parent permission, online dyslexia tutoring for targeted students, summer school tutoring and after school tutoring offered to students as needed. Textbooks, Chromebooks, and other educational materials available to all students."	"100% of student population has CA standards based ELA and Math curriculum and access to all other educational materials, 100% have access to a Chromebook, 100% of students on independent study have access to the materials needed to complete IS assignments."	"Poor attendance, excessive tardies, low education/socio-economic level of families, prevalence of drugs in community, lack of extracurricular, academic, and cultural opportunities in the community, parents’ low academic expectations for their child, EL families without language support at home, lack of high quality, sustainable internet connectivity at home and at school"	"Differentiated instruction for students as needed, varied assessments to track educational progress, emphasis on literacy through performance, focus on school-wide reading improvement, offer summer and after school tutoring, offer online counseling to targeted students with parent permission, offer online dyslexia tutoring to targeted students"	Not Met		8/11/2022	2022
37679910108563	EJE Elementary Academy Charter	7	"EJE Elementary Academy (EJEEA) is a direct-funded, WASC-accredited, charter school that was established in 2005 and is co-located with EJE Middle Academy. Our school provides all students with a research-based 90/10 dual-language Spanish/English Immersion program, standards-aligned College preparatory curriculum that includes a longer school day and longer school year.   EJE Elementary Academy is a WASC-accredited charter school serving 557 students in grades TK-5 with student demographics that include: 92% Hispanic, 4% White, 2% African American, 1% Asian, 1% 2+ Races, 47% English Language Learners, 11% Students with Disabilities, and 63% Socio-economically Disadvantaged.  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 EJEEA’s 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, and parent/conference reports."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At EJE Elementary Academy, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, Spanish Language Arts (SLA), and physical education. In addition, 100% of students in grades TK-5 have access and/or are enrolled in Music, and Library course. There are no differences in accessibility to courses, across student groups at EJE Elementary Academy."	"Currently, 100% of the students have access to a broad course of study and EJE Elementary Academy will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of EJE Elementary Academy in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/30/2022	2022
37679910119255	EJE Middle Academy	7	"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 233 students in grades 6-8 with demographics that include: 91% Hispanic, 6% White, 1% African-American, 30% English Language Learners, 11% Students with Disabilities, and 73% 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, 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."	Met		6/30/2022	2022
19647331932623	El Camino Real Charter High	7	"The use of different measures and tools to track the extent of access and enrollment in a broad course of study include school-wide class schedule analysis, master schedule class enrollment analysis, Individualized Education Plans, Individualized Graduation Plans, and reclassification rates."	"El Camino has a variety of learning communities. All have curricular focus areas which ensure additional opportunities for students. These include our AVID, CTE, STEAM, Humanitas, VAPA, Alternative Education, and Independent Study programs. Each program offers a different disciplinary focus. Moreover, non-academic supports that create optimal conditions for learning and technology access to prepare for college and career is provided. Action Steps to support include: expanding student access to AP classes, increase collaboration with colleges and universities (upward articulation and dual enrollment), develop career pathway opportunities and staffing needs for additional career pathways, provide counselors with a list of students identified by AP Potential, with a focus on Latino and African American students. Action Steps to support that all students receive personalized supports to succeed include: expanding intervention services during after school hours to students of all grades requiring additional support, including online courses, credit recovery, and targeted tutoring and study skills classes, monitoring standardized curriculum for Summer Bridge Program and effectiveness for incoming 9th graders, supporting Latino and African-American students with efforts to close the achievement gap and collaborate with other support programs while offering College and Career Readiness training which may include assemblies, field trips and guest speakers."	English Learners have difficulty accessing higher level courses due to language fluency.	"English Learners receive language acquisition support for continuous progress toward English proficiency within five years, as well as continued progress in core academic programs. Moreover, English learners at all English proficiency levels have full access to all core academic programs including, but not limited to: integrated English Language Development (ELD) that provides English learners with support for academic language development in core content courses, designated ELD that provides specialized instruction to address particular language learning needs of English learners, ongoing monitoring and support of reclassified English learners for at least four years after reclassification to ensure correct classification, placement, and whether additional academic support is needed."	Met		6/23/2022	2022
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 students 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, Applied Arts, and foreign language are offered as an elective at both Kennedy Middle and Wilson Jr. High."	"Barriers preventing ECESD from maximizing the broad course of study offerings to all students include limited 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.	Met		6/28/2022	2022
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. 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."	"Because the students are compelled to attend school daily as part of their treatment plan, the students are able to engage daily in their individual learning plan goals."	The barriers students face in engaging in a broad course of study include behavioral challenges related to mental health concerns or lack of motivation or desire to complete the individual learning plan goals.	The school continues to explore ways Career Technical Education can be incorporated into the school program so students are exposed to additional career opportunities while placed in the Juvenile Treatment Facility.	Met		6/21/2022	2022
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 96% 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.	Met		6/7/2022	2022
19645010000000	El Monte City	7	"For the 2021-2022 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 as compared to their grade level peers."	"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 have been provided with additional strategies and to support language acquisition in the content areas."	Met		6/20/2022	2022
19645190000000	El Monte Union High	7	"The EMUHSD uses an in-house system, ESP, to monitor the extent to which all students have access to and are enrolled in a broad course of study. The EMUHSD ESP page allows staff 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.   This system is linked to our student information system, Synergy, which houses each school's master schedule. Each school's master schedule highlights students' access to a broad course of study within the school day with multiple offerings in English Language Arts, mathematics, social science, visual and performing arts, physical education, world languages, and career technical education, throughout the day. All students are enrolled in at least five courses each semester. Over 95% of ninth and tenth-grade students are enrolled in six classes. Students have access to all classes required for graduation. Students also have access to programs specific to their needs that include a newcomer program, Advancement Via Individual Determination (AVID), Advanced Placement (AP) courses, dual enrollment, and Study/Life Skills. Each school's schedule includes the required minutes for Physical Education and total instructional minutes in a school year."	"Data continues to indicate 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 like Career Technical Education (CTE) pathways and Online and Personalized Learning courses, for all students to access, including English learners and students with an IEP."	"All students have access to a broad course of study. The Online and Personalized Learning (OPL) courses have added additional opportunities for students to make up courses during the school year, thus allowing them to access a broad course of study. The District has also increased the number of CTE pathways district-wide, however, each school offers different pathways. The 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. Additional teachers were hired in the OPL program to support student access to a broad course of student and completion of a-g requirements by reducing the need to repeat courses during the regular school year. Students are now able to take additional courses outside of the school day and receive support either through teachers in the OPL program or by logging into tutor.com. All students have a Chromebook that allows them to complete online work on their own time. Mifi devices are also available to students. 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.	Met		6/27/2022	2022
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. 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.	"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."	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.	Met		6/14/2022	2022
30666216094874	El Rancho Charter	7	"At El Rancho we offer over 30 different electives as well as multiple levels to support student needs in both ELA and Math.  We offer a seven period day so students have access to their five core classes and two elective(s) or support(s) courses.  In order for all students to access the supports and/or elective choices, El Rancho also offers a Zero Period course option in order to provide an extra period in the day if students are required to take a support class.  These options provide the opportunity for all students to engage in an elective of their interest, as well as support their core academic needs. In addition, El Rancho has multiple course offerings in core subjects to meet the needs of all students.  These course offerings include block math, strategic math, co-taught math, a reading course, strategic English, strategic history, and strategic science.  We offer courses from Special Education through honors to support all academic needs."	"Since El Rancho is one school site, all students have access to and are enrolled in a broad course of study."	El Rancho has not identified any barriers preventing students access to a broad course of study for all students.	"El Rancho will continue to provide and implement a broad course of student for all enrolled students.  Based on the needs of our students, a double math class and an additional reading class was provided to address unfinished learning.  After school programs, as well as a twice a week tutorial, was implemented to support all students.  Based on various academic tools including I-Ready data for ELA and math, interim assessments, and student performance, continued supports will take place during the 2022-23 school year.  The addition of strategic science and history classes, as well as additional adult support in those classes, will allow for  additional student support."	Met		6/1/2022	2022
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 174 students in grades TK-4 with the following demographics: 29% White, 23% Hispanic, 4% 2+ Races, 2% Asian, 1% African America, 41% Not reported, 5% Students with Disabilities (SWD), 1.7% English Learners (EL), 0.6% Homeless Youth (HY), and 23% 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 demonstrate 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: Violin, Handwork, Art, Gardening, Mandarin, Spanish and Music. There are no differences to 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."	Met		6/22/2022	2022
19645350000000	El Segundo Unified	7	"We offer a broad course of study K-12 with the PLTW pathway, IB Curriculum, and 4 different pathway options for students at the high school.   Our Academic Counselors, College and Career Counselor, Intervention Teacher and additional Assistant Principal meet to review underrepresented students and find ways to encourage all students to increase their options. Every student meets with their counselor at the spring of sophmore year to discuss options."	Number of students participating in Pathways (20-21) PTLW Biomedical - 244 Business - 173 PLTW Engineering -174 Visual and Performing Arts Completion - 31   High School Diploma 100 % (20-21) Our goal is to increase number of pupils participating in CTE from 566 to 600 Maintain 100% of pupils completing a pathway/ CTE program and earning a high school diploma	"With our pathway options, athletics program and vast elective choices students we try to be creative in ensuring students know the options.  Counselors host parent meetings, speak to all incoming 9th grade families in the spring of their 8th grade year and offer tours showcasing the offerings."	We continue to analyze data and shift to new ways of connecting and communicating with all students so that they can access a broad course of study.	Met		6/14/2022	2022
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 to 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) Amplify mCLASS early literacy diagnostics"	"El Sol Academy offers a variety of support 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 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 support. Through a streamlined referral process, students are recommended for additional support every assessment cycle.  Classrooms with students who need additional support 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 support. All students have access to grade level content, regardless of what subgroup they belong to. This ensures that all students have equitable access to the 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, including differentiated specialty pathways to strengthen their opportunities beyond 8th grade."	"While all teachers are certified to teach in their respective subject credentialed area, one significant challenge 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. With recent substitute shortages, offering release time for articulation and program alignment has been more challenging. We continue to look for ways to offer alternatives which include offering alternative compensation for after hours planning."	"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 the second phase of the 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"	Met		6/9/2022	2022
15751680000000	El Tejon Unified	7	"ETUSD is a very small district. We use copies of the master schedule and enrollment data to track the extent to which all students have access to a broad course of study. We have three school sites, two of which we offer a schedule which allows for electives of student's choice: El Tejon Middle School and Frazier Mountain High School. We offer such courses as: AP, Career Technical Education, Drama, Advanced Art, and others like psychology and sociology."	"100% of unduplicated pupils are provided with programs and services based on state standards and student needs as indicated by local assessment data. Every student on the Frazier Mountain Campus has the ability to choose which ever elective/CTE Pathway they are interested in. We have established three solid CTE Pathways: Agriculture, Art, and Technology. We also have Advance Placement classes along with other electives such as: law enforcement, fire science, psychology, sociology, etc."	"Due to a drop in enrollment over the past 10 years, ETUSD has had to decrease their amount of teachers. We are very creative with ways to offer a broad course of study, and many teachers have multiple preps."	ETUSD has become creative in utilizing the talented community members in acting as volunteers to bring additional opportunities to our classes. We will also continue using CTE funds in order to bring additional opportunities in the career fields. We will also continue to bring these opportunities down to the junior high level.	Not Met		10/12/2022	2022
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. This year the support for students with IEPs was expanded by over 50% to bring in additional resources for our most vulnerable students. Additional formative and summative assessments were utilized dependent on the individual student needs. In 2022, we will be developing Milestone Benchmarks."	"100% of ERCLC students have access to a broad course of student through our homeschool resource center, educational coordinators, enrichment classes, and individual learning plans. ERCLC is also developing the second phase of “Eleanor Core” curriculum to ensure a deep scope and sequence with a variety of curriculum and a solid core foundation for the homeschool parent of our youngest learners. The learning plan will include a recommended pace in 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, wood shop, 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 and have been utilizing a meeting space to access materials and teacher support closer to home."	"To ensure that all students receive a broad course of study in 2022-2023, ERCLC will take the following actions next year:  • continuing to improve special education services including more effective online services, increased materials and specialized trainings - especially in the area of literacy and to utilize our new learning spaces with the addition portables and a learning center, adding more paraprofessional time, and MTSS structures, social emotional support and counseling services. • Add more learning resources, easier access through clever, and more organized formative and summative assessments including the development of report cards - Milestone reports. • 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 World Language opportunities, 100% of students completing FAFSA, and more CTE • Building more standards aligned custom homeschool curriculum and aligned classes, including more focused parent professional development that is strategically aligned."	Met		6/14/2022	2022
37683380129395	Elevate	7	"Elevate School currently serves approximately 416 students in grades TK-7 with the following demographics: 35% White, 25% Hispanic, 16% 2+ Races, 14% African American, 4% Asian, 4% Filipino, 13% Students with Disabilities (SWD), 9% English Learners (EL), and 42% Socioeconomically Disadvantaged (SED). Elevate School will expand to serve grades TK-8 in the 2022-23 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 will have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to enroll in: STEAM (K-5), ArtCorps (K-5), VAPA (6-8), STEAM (6-8), and Media Arts (6-8). There are no differences in accessibility to courses, across student groups at Elevate School."	"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 School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/23/2022	2022
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 Catalog 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 Elite-written proprietary courses as well as 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 live Zoom sessions, Canvas LMS feedback, and email/text. 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 (6-8 only) or Homeschool. Middle school students participate in either online courses or use common core-aligned  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."	"We provide our EL students with a Newcomers and Foundation course led by a highly qualified teacher who specializes in English Learners. We have also contracted with Outlier, a dual enrollment college course provider, to expand course offerings for students looking to specialize or take advanced courses not currently offered by our teaching staff. Specific courses or programs in development to increase access for all 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 embedded in courses SEL support through an A-G SEL curriculum and two school counselors 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."	Met		6/9/2022	2022
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 Catalog 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 Elite-written proprietary courses as well as 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 live Zoom sessions, Canvas LMS feedback, and email/text. 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 (6-8 only) or Homeschool. Middle school students participate in either online courses or use common core-aligned  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."	"We provide our EL students with a Newcomers and Foundation course led by a highly qualified teacher who specializes in English Learners. We have also contracted with Outlier, a dual enrollment college course provider, to expand course offerings for students looking to specialize or take advanced courses not currently offered by our teaching staff. Specific courses or programs in development to increase access for all 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 embedded in courses SEL support through an A-G SEL curriculum and two school counselors 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."	Met		6/9/2022	2022
48104880139030	Elite Public	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 educational partners and the public through the Dashboard."	"ELITE’s academic program is designed to ensure that all students have access to a broad course of study. Our priorities include:  -All students performing at/or above grade level -Affirming, safe and supportive school environments -All students graduated with A-G requirements met and some college credit -Involved parents and community partnerships -Students of all backgrounds thriving academically  At ELITE, we ensure that all students develop the type of literacy, numeracy, and thinking abilities needed to access, engage, and manage the complex information and opportunities of the 21st Century. Aligned with State Standards, students achieve appropriate age or grade level mastery across all content areas."	There are no barriers preventing the LEA from providing access to a broad course of study.	The LEA will continue to add opportunities for study as enrollment increases.	Met		6/14/2022	2022
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. Also, 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."	"All high school students at EGCS can take CTE courses on site and through the district’s Explore CTE program. EGCS offers a small number of CTE elective courses and has implemented the 1st course of a CTE pathway. EGCS phased out the Business Finance CTE course because it was used as a senior math alternative. In the 2021-22 school year, 8 students participated in the school’s CTE pathway and only 2 students enrolled in Explore CTE classes.   Due to facility and staffing limitations, and small numbers of students requesting these courses, the school cannot offer advanced courses in English, Math, Science and Social Science. Through the Advanced Education (dual enrollment) program, students can access these courses. In 2019-20, 21 students completed advanced education courses. In 2020-21, 16 students completed and in 2021-22, 16 students completed advanced education courses.   EGCS is the only school authorized by EGUSD to provide students with access to a complete comprehensive or alternative diploma requirement. 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% of students completed comprehensive diploma requirements. For the class of 2022, 70% completed traditional requirements with 27% completing AB 10 requirements (COVID Relief Bill), and only 2% completing alternative requirements."	"Every student at EGCS has access to EGUSD’s Explore CTE courses offered at various school sites in the district. Transportation to EGUSD-offered CTE courses and perceived relevance of additional courses are identified as barriers. For credit recovery students pursuing a diploma, CTE courses are viewed as additional elective courses not required for graduation. Also, EGCS is working to provide a CTE pathway to all high school students. Currently, 1 course is implemented and operational and the other 2 courses will be added in the following years.   Advanced Education opportunities for EGCS students are limited to students with a GPA of 2.7 or higher. Course prerequisites and transportation can be barriers to accessing Advanced Education courses. Collecting data of completers is also problematic as tracking is dependent on students providing community college transcripts. Without transcripts, the school does not know if students completed the courses. This data collection gap impacts the ability to accurately assess student access.  Barriers to students completing comprehensive requirements for graduation are often out of the school’s control as student enroll at EGCS credit deficient. At the start of the 2021-22 school year, only 65.5% of 12th graders were on track to graduate and most were new to EGCS as the school’s persistence rate was 63.1% for 2021-22. However, the school’s ability to offer an alternative diploma is a major contributor to the school’s 93% graduation rate."	"EGCS will continue existing strategies to increase enrollment in a variety of courses on campus, the district’s Explore CTE courses, and the Advanced Education program. EGCS is developing CTE pathways to be offered at the school. Student awareness campaigns will be conducted earlier so they understand the benefits of CTE and Advanced Education courses and the enrollment process/criteria.   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 community college system to receive course completion data. EGCS will continue to use the California College Guidance Initiative (CCGI) to assist students in college and career exploration and application processes. Grade level college/career modules will utilize CCGI content and will be delivered to all students through the school’s advocacy classes.   EGCS will increase its course offerings for CTE, NCAA, a-g, and elective courses through both independent study, on-line platform, and direct instruction. EGCS has developed an implementation procedure to adapt EGUSD board approved courses for delivery through the school’s independent study platform. In addition, EGCS staff participate in EGUSD-delivered professional learning opportunities to improve instruction through a Framework for High Quality Instruction, and EGCS staff can participate in EGUSD steering committees and other initiatives."	Met		6/28/2022	2022
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 2020-21, 85% 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, 100% received Science/Health (up from 98% in 2019-20), 100% received Social Science (up from 97% in 2019-20), 85% received VAPA (down from 87% in 2019-20), and 100% received PE. In 2020-21, COVID-19 Priority Standards in ELA and Math were provided to all K-6 classroom teachers to assist staff in making critical decisions regarding instructional actions with allotted minutes. The reduction of instructional minutes likely resulted in a reduced focus on VAPA. 2021-22 data will be available in Summer 2022.  In 2021-22, data show 54% of middle school students have taken an honors/accelerated or AVID course upon promotion to high school. By ethnicity, this ranged from 40% for African American students to 65% for Asian students.  Among other student groups, the percentage ranged from 12% for students with disabilities (SWD) to 47% for socioeconomically disadvantaged (SED) students.   At the high school level, 42% of students were enrolled in one or more Honors, AP, or IB courses in 2021-22. By ethnicity, the percentage of students ranged from 24% for African American students to 60% for Filipino students. Among student groups, the percentage ranged from 4% for students with disabilities (SWD) to 34% for socioeconomically disadvantaged (SED) students."	"The primary barrier preventing broad course of study for all students in the 2020-21 school year 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, has promoted improvements in 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 continue to be communicated to site staff to ensure full content coverage. The district’s VAPA director has provided innovative programs for increased VAPA content coverage and more programs. During the 2021-22 year, the Representation in Advanced Coursework Task Force investigated real and perceived barriers, opportunities, and preparation and support needed to be successful in honors and AP/IB courses.  The task force recommended stronger alignment between elementary/middle school instruction and high school honors/AP/IB courses, targeted outreach and support programs for prioritized student groups, and culturally and linguistically responsive instruction practices in the honors/AP/IB courses  In response, the district will continue to deepen implementation of the following programs and strategies to increase enrollment in rigorous courses. The California College Guidance Initiative (CCGI) provides tools to guide student through the college/career course planning process. A Better Lens (ABL) ensures master schedules provide each student with opportunities for rigorous courses. Equal Opportunity Schools (EOS) works with Florin, Monterey Trail, and Valley high schools to ensure low-income and students of color have equitable access to rigorous programs and succeed. In addition, the district will provide professional learning to improve instruction through a Framework for High Quality Instruction."	Met		6/28/2022	2022
15634460000000	Elk Hills Elementary	7	"EHSD uses a variety of measures and tools to ensure that all students have access to and participate in a broad course of study. These tools include Core Growth Screening, Acadience Screening, 95 % Group intervention model, CCSS adopted curriculum, NWEA benchmark testing, Next Gen math practice, CAASPP achievement testing, literacy intervention, ELPAC assessment, PBIS, MTSS, SEL engagement, Learning A-Z, and continuous professional development to support rigorous tier one instruction."	"All EHSD TK and K students are screened through the Core Growth Assessment. The administration of Acadience screening is administered to TK-8th grades in beginning, middle, and end of year segments. Data from Acadience is used to apply appropriate literacy intervention practices using the 95% Group curriculum model. All grades have adopted CCSS aligned curriculum in mathematics and ELA. This year, NGSS curriculum is being piloted in across all grade levels. All students, including unduplicated and students with exceptional needs participate in three NWEA benchmark testing administration culminating at the end of year CAASPP testing for 3rd-8th grades. TK-2nd grade completes a fourth NWEA end of year assessment. All identified English Language Learners complete the ELPAC. Additionally, all students in all grades receive PBIS, MTSS, and SEL engagement. In grades K-5, students have access to Learning A-Z software for reading support and all students engage in Next Gen math software which offers support in math practice. Finally, all teachers are being supported through the local county and Datawise process to bolster rigorous tier one instruction across all grade levels."	"Chronic absenteeism has proven to be a barrier for 16% of the students at EHSD. As a result, students who are chronically absent do not have access to all of the selected measures and tools that EHSD uses to proved a broad course of study."	"Attendance incentives, parent education (through workshops and information via the EHSD website, phone calls home, home visits, and other MTSS actions will address the chronic absenteeism barrier."	Met		6/16/2022	2022
01611680000000	Emery Unified	7	"The following locally selected measures are used at EUSD to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served:  In grades 1-5 -  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 -   Student access to acceleration courses   Student access to A-G Courses  Student access to CTE (Career Technical Education) courses  Student access to art courses Student access to maker's space courses."	"All students have complete access to the majority of the courses, schedules permitting."	There are no known barriers for students to access any of the courses with the exception of advanced placement courses some of which may require taking a pre-requisite course.	"EUSD is continually developing new and exciting academic and enrichment courses every school year. This year, we were able to add environmental science, AP geography, maker's space, drown competitions, a book club"	Not Met		8/10/2022	2022
36677360128439	Empire Springs Charter	7	"Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when TK-8 students enroll, they are placed in required courses. Academy and Homeschool TK-8 students have access to several elective/thematic and all core courses. The homeschool boxed set includes ELA, history, and science. Math courses are chosen by homeschool parents based on preferences, learning, and teaching styles. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment. 8th-grade students have access to high school-level math and language courses. For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas to ensure that all students are enrolled in required courses of study and complete their graduation requirements with their cohort. We assess all 9th-grade students for interventions and they are all enrolled in Algebra 1 if not previously completed, with iReady Math support when needed. 9th-grade students that completed Algebra 1 in middle school, will be enrolled in the next level math course (Geometry). In addition, the Director of High School Programs reviews program schedules to ensure students are enrolled in a broad course of study. Academy and Homeschool 9th-12th grade students have access to several elective/thematic courses and CTE pathways on-site and online. School counselors create 4-year plans based on student goals."	"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. All 9th-grade students are assessed in math to determine interventions and support. IReady Math Bridge is used to fill gaps on their way to Algebra 1 completion. Also, the new POP program allows for mastery of the A-G LOTE and VPA requirements to fit into the college and career options that all students need to complete as part of the Post-Secondary graduation requirements. All CTE courses and dual enrollment courses are offered to all schools with 9th-12th grade levels.  Spanish and French courses are offered online through the rigorous VHL program. American Sign Language and music has been added to the virtual course offerings for all programs in high school. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs."	"As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study. The staff has been trained on virtual meeting platforms, effective hybrid instruction, and how to engage families and students with the LMS. The Instructional Support Department and CTE department are ensuring all students have access to all courses regardless of location for all high school students through the use of Canvas, workshops, and seminars. This includes offering Physics, Pre-Calc, and Probability and Statistics to all high school students in an online course with synchronous sessions."	"In High School, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Math Bridge, Reading Essentials, and Writing Essentials. Programs used are Write Score, Reading Plus, and i-Ready. In Tk-8, the LEA has added to the i-Ready Diagnostic and Online Instruction to include the Toolbox which contains both student and teacher-facing resources for small group instruction, one on one support, intervention, and acceleration. The school adopted VHL for Spanish and French as options in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study. The LEA expanded student access to live teaching. Students have access to live seminars with single-subject specialists weekly via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network. Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards to create an engaging and rigorous program for each student."	Met		6/9/2022	2022
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 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 is 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 were identified. Curriculum development and training has been provided to special day class teachers to improve student academic performance, and PBIS has been implemented to reduce student suspensions. This program is anticipated to take three to five years to result in maximum effectiveness, but positive results 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, appear subjectively to be effective, and the formal results are anticipated to be measured during the 2022-2023 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 will continue over the next three to five years."	"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."	Met		6/9/2022	2022
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."	Not Met		10/27/2022	2022
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) NWEA MAP 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.  We provide resources, services, and training to offset potential barriers in the form of income, language, family engagement, and special needs."	"Empower will continue to implement the course of study described in the charter petition.  All Students have 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."	Met		6/21/2022	2022
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.   Students' course of study is also guided by the requirements of International Baccalaureate (IB) , as EPIC is an authorized IB school in grades TK-8.   All students in grades TK-8 participate in the IB program aligned to CA Common Core State Standards and have access to electives such as Art, PE, and World Language instruction in Russian and Spanish."	"There are no differences for student groups regarding access to programs at EPIC. All students participate in the full program with appropriate supports based on their individual needs. All students have access to the after school program, which includes tutoring, active outdoor games, E-Sports, music, etc. which broadens their educational opportunities at EPIC."	There are no barriers preventing students from participating in EPIC's program. EPIC will continue to support students and expand programs as the school's budget allows.	EPIC seeks to expand student support services as the budget allows to support students. EPIC will offer TK and expanded learning opportunities to all students in 2022-23.	Met		6/22/2022	2022
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."	Not Met		1/10/2023	2022
10621660140038	Endeavor Charter	7	"1)  Endeavor Charter School (ECS) offers highly personalized educational plans for each student.  Each TK-12th grade student’s academic program is personalized to meet the needs of that individual student.  We provide independent study students & their families with four 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/guardian meet regularly with the Advising Teacher to review progress & assessments & plan upcoming curriculum & pacing. When applicable, a Special Education Teacher &/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of st&ards-aligned curriculum & learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student & his/her parent/guardian to design a st&ards-aligned educational program that meets the student’s individual needs, including A-G approved courses.  ECS purchases the appropriate 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 forum & meeting place for independent study families to collaborate & exchange “best practices” with the guidance of credentialed, professional teachers & staff."	"Endeavor Charter seeks to honor and recognize the unique gifts, skills, passions, and attributes of each student. Our personalized learning model is dedicated to developing individualized learning programs for each student with the intent to engage each student in the learning process in the most productive and meaningful way, and to optimize each student's learning potential and success.  Our efforts are focused to help all students make substantial progress in meeting the appropriate standards-aligned academic skills in every area of necessary study.  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 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 2022-23 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 2022-23."	Met		6/14/2022	2022
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 missassigned.	All sites and student groups have access to a broad course of study.	There are currently no barriers.	No revisions will be made at this time.	Met		5/25/2022	2022
36678760136952	Entrepreneur High	7	"The locally selected measures or tools that our LEA is using to track the extend to which all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups and individual with exceptional needs:  - ELA 1, 2, 3, 4 - Mathematics: Algebra 1, Geometry, Algebra 2, Precalculus - Science: Integrated Science 1, Integrated Science 2, Integrated Science 3 - Social Studies: US History, World History, Government and Economics - CTE Media Pathway - CTE Retail Marketing Pathway - CTE Software and Systems Development Pathway - CTE Food Service and Hospitality Pathway"	"Our students have access to and are enrolled in broad courses of study.  Because of our different CTE Pathways, and aside from our core classes, our students get to pick what pathway they are the most interested in the second semester of their 10th grade, by being exposed to all of the different pathways in a course that is named Career exploration.  In the Career Exploration course the students pick from the following pathways, and in those pathways they will encounter a variety of courses to expand access to CTE curriculum.   Aside from our core courses and CTE Pathways, our students also have the option to join our Dual Enrollment Program, in which they can take College courses for College credit during school or after school through Valley Community College."	"The barrier preventing the LEA from providing access to a broad course of study for all students will be because of our CTE Pathways our students don’t have the opportunity to take specific courses that you normally would in a regular High School such as Theater Art classes, or Choir or regular Art classes, but our Media Pathway is VAPA compatible."	"In response to the results of the tool or locally selected measures, the revisions, decisions, or new actions that our LEA will implement to ensure access to a broad course of study for all students will be to expand our Dual Enrollment Program for our students so that they can have the opportunity to take a plethora of different courses such as Theater Art courses, Painting and Drawing, Band, different languages, etc."	Met		6/22/2022	2022
36103630140012	Entrepreneur High Fontana	7	"At our school, we offer a broad course of study for all grade levels and groups. The curriculum we offer adhere to the Common Core. To assess the teaching and learning, we utilize three main local measures when assessing progress. The first is our Performance Matters platform which CORE teachers use in 3-week cycles. Here, they diagnose and assess students according to standards taught. To target ELA and Math growth, we also use NWEA to locally measure projected growth three times during the year. Lastly, we utilize Marco learning to help student grow in their writing skills."	"Our students follow the State of California A-G outline, in addition to offering college credits through Chaffey College. We also offer electives in entrepreneurship as well as extracurricular activities after school for all students."	There are no identified barriers.	We ensure all students are taking appropriate classes which meet A-G requirements and ensure our students are on track to graduation by conducting transcript audits of all student transcripts and applying necessary corrections and support when needed.	Met		6/22/2022	2022
19101990140681	Environmental Charter High - Gardena	7	"ECHSG uses internal grad plans, graduation progress trackers on PowerSchool, and the component measures of 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:  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 ECHSG students have access to, and are enrolled in, a broad course of study."	"There are currently no barriers preventing ECHSG students from having access to, or being enrolled in a broad course of study."	None necessary.	Met		6/23/2022	2022
19646911996438	Environmental Charter High - Lawndale	7	"ECHSL 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 ECHSL students have access to, and are enrolled in, a broad course of study."	"There are currently no barriers preventing ECHSL students from having access to, or being enrolled in a broad course of study."	None necessary.	Met		6/23/2022	2022
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 ECMSG students in a broad course of study.	All ECMSG students are enrolled in a broad course of study.	There are no barriers preventing ECMSG students from access to a broad course of study.	None necessary.	Met		6/23/2022	2022
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 ECMSI students in a broad course of study.	All ECMSI students are enrolled in a broad course of study.	There are no barriers preventing ECMSI students from access to a broad course of study.	None necessary.	Met		6/23/2022	2022
01100170112607	Envision Academy for Arts & Technology	7	Envision Academy of Arts and Technology (EA) requires all students meet California’s A-G requirements in order to graduate. All of our students are eligible to take rigorous college focused classes.  Our college counselors work with students through their tenure at EA to ensure they take the classes necessary to meet the A-Gs.	Envision Academy of Arts and Technology (EA) is a charter school focused on providing a college preparatory curriculum for its students.  Approximately 67% of EA’s students in the 21-22 school year qualified for free or reduced price lunch.  100% of our seniors applied to 4 year colleges and 91% were accepted.	EA provides a rigorous college focused curriculum for all of our students.	We are celebrating our students’ success in meeting the A-G requirements and getting accepted to college.	Not Met		11/10/2022	2022
30103060134239	EPIC Charter (Excellence Performance Innovation Citizenship)	7	"EPIC ensures each student has access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs starting at the individualized learning plan meeting at the beginning of the school year. A personalized learning plan is created for each student and EPIC teachers and staff ensure the student has access to all appropriate curriculum and learning resources based on the student’s needs."	"All EPIC students have access to, and are enrolled in, a broad course of study."	No barriers have been identified that are preventing EPIC from providing access to a broad course of study for all students.	EPIC ensures all students have access to a broad course of study.	Met		6/16/2022	2022
29102980130823	EPIC de Cesar Chavez	7	"Student schedules will reflect a broad course of study that allows the student to complete all the graduation requirements at a pace that is conducive to their individual learning style and needs. Other measures include: Percentage of students enrolling in CTE classes, implementation of state board adopted academic content and performance standards for all students in core curriculum areas, student achievement measured by percentage of students tested and student performance on the statewide standardized assessment in Science (CAST), the number of students who have successfully completed A-G courses that satisfy the requirements for entrance to UC and Cal State Universities, and percentage of students completing the course sequence in the CTE pathways."	All students have access to courses that will provide a broad course of study as part of their academic plan. English learners require extra support to access the A-G and CTE course content therefore teachers will be engaging in English language support across the curriculum along with literacy intervention that will accelerate the learning for EL students. CTE teachers have already begun integrating EL strategies into their class curriculum and routines.	"Some EL students will take more time to access A-G courses due to time needed to become proficient in English. Teachers will be implementing intervention programs to accelerate literacy skills with programs such as Read Naturally, Step Up to Writing, and Expository Reading and Writing Curriculum."	"Teachers will be engaging students in English language support across the curriculum along with literacy intervention that will accelerate the learning for EL students with current programs such myOn, Freckle, and Cyber High in addition to new programs such as Read Naturally, Step Up to Writing, and Expository Reading and Writing Curriculum."	Met		6/25/2022	2022
19647330126169	Equitas Academy #2	7	We have deployed curriculum to all core subjects at all grade levels in order to meet this requirement.	All students are given the same programming based on grade level and state content standards.	None.	None	Met		6/23/2022	2022
19647330129650	Equitas Academy #3 Charter	7	All our teachers are given the same materials in order to meet this requirement.	All our teachers are given the same materials in order to meet this requirement.	None	None	Met		6/23/2022	2022
19647330133686	Equitas Academy 4	7	All teachers are given the same vetted rigorous curriculum to ensure this measure is met.	All teachers are given the same vetted rigorous curriculum to ensure this measure is met.	None	None	Met		6/23/2022	2022
19647330139121	Equitas Academy 5	7	All teachers are given the same vetted rigorous curriculum in order to meet this requirement.	All teachers are given the same vetted rigorous curriculum in order to meet this requirement.	None	None	Met		6/23/2022	2022
19647330138883	Equitas Academy 6	7	We supply all teachers with a rigorous curriculum for all subjects to ensure this is met.	We supply all teachers with a rigorous curriculum for all subjects to ensure this is met.	None	None	Met		6/23/2022	2022
19647330119982	Equitas Academy Charter	7	"We have a mandatory curriculum for all teachers, to ensure this is met."	"We have a mandatory curriculum for all teachers, to ensure this is met."	None	None	Met		6/23/2022	2022
48705730135095	Ernest Kimme Charter Academy	7	"Kimme Charter Academy pathway offers a-g coursework, while Kimme Work Readiness Pathway offers career education, hand-on certification courses with district graduation requirements in both pathways.  Aeries student information system is utilized to monitor the extent to which all students have access to and are enrolled in a broad course of study."	"All students are offered access to all courses.  Students are placed in a course of study based on grade, credit need and post secondary interests."	Continue working with families and district personnel to provide students with all available opportunities for learning.	We offer new courses in College/Career Readiness and Ethnic Studies.  We are currently exploring opportunities to develop CTE pathways.	Met		6/9/2022	2022
39685020126011	Escalon Charter Academy	7	"The mission of the Escalon Unified School District and by extension, the Escalon Charter Academy is to, “serve and connect with all students.”  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 the same course offerings."	"During the 2021-2022 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 s"	"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's 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 an 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 as well as the newly created Food Science Pathway, which will be offered to students during the 2022-2023 school year."	Met		6/21/2022	2022
39685020000000	Escalon Unified	7	"The mission of the Escalon Unified School District is to, “serve and connect with all students.”  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 2021-2022 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 s"	"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 as well as the newly created Food Science Pathway, which will be offered to students during the 2022-2023 school year."	Met		6/21/2022	2022
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."	Not Met		9/28/2022	2022
37680980000000	Escondido Union	7	Schedule audits are used to check to make sure that every student is enrolled in a broad course of study which includes all required subject areas.	All students have access and are enrolled in a broad course of study at all of our schools.	There are no barriers preventing access to a broad course of study for all students.	EUSD will continue to work to ensure that all students have access to a rigorous and engaging broad course of study.	Met		6/23/2022	2022
37681060000000	Escondido Union High	7	"All students in grades 9-12 have access to and are enrolled in a broad course of study as supported by a variety of tools and measured by multiple means.  The EUHSD (Escondido Union High School District) course catalog is updated annually & identifies course prerequisites, course content, expected workload, & course alignment to A-G CSU/UC freshman application eligibility.   The course selection process is aided using a course selection form which is aligned to A-G. In addition to the course selection form students & their families have a variety of opportunities to engage with staff to understand the availability of the board course of study available.   School counseling developed intentional guidance curriculum for push in services by grade level & term.  The intent of the guidance lessons is to engage students in a variety of topics including course selection aligned to NCAAP, A-G, CTE (Career Technical Education), AP (Advanced Placement) & other post-secondary transitional content.   Additionally, most of the intentional guidance lessons include a pre & post survey to evaluate student engagement/understanding in the content. Additionally, EUHSD will be adopting UCGI 4-year course planning platform to aid in transparency in high school course of study & post-secondary planning.  Data is collected in Synergy and state reporting tools."	"EUHSD high schools offer a broad course of study with courses that meet A-G eligibility & fulfil graduation requirements. Students with disabilities, English Learners, & students receiving Tier 2 & 3 interventions have access to a variety of educational & academic options to support learning, including extended periods for additional support & extended learning opportunities after school & during the summer. Honors & Advanced Placement Programs have open access enrollment policies, which have affected overall AP course enrollment rates: 18-19 10.3%, 19-20 11.1%, and 20-21 13.1%.   Annual enrollment& successful completion in honors, AP, & CTE courses are reviewed annually to inform recruitment and support efforts. A review of data has illustrated that most students are enrolled in a broad course of study with improvements in A-G completion rates: 18-19 48%, 19-20 49%, and 20-21 51%.     Specialized Academic Instruction is available at all school sites. Differences amongst sites pertain to the programs supporting students with extensive learning disabilities & are housed only at specific sites. Co-teaching model is available in secondary school settings for students with special needs. The master schedule at sites reflects the inclusion of students with special needs in mainstream courses. In order to address the needs of all students, the district has expanded its programming to reflect a full continuum of service options for students."	"Although all students at EUHSD have access to a broad course of study, student needs have shifted since COVID 19.  Implications of school and work closures during COVID 19 have continued to impact students academically and social emotionally. Surges in course failure during school closure have impacted general scheduling for students who need to repeat courses, therefore course sections in non-graduation tracked courses or more rigorous course of study have declined in some areas.  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; expansion of social emotional learning supports for students and staff through Wellness Centers; revisions and supports to intention guidance curriculum including increased awareness of revised post-secondary enrollment requirements; increased number of “a-g” course offerings; site-based support for unduplicated student subgroups; expansion of student learning opportunities via project based learning pilot  & increasing CTE program completers.	Met		6/21/2022	2022
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."	Met		6/21/2022	2022
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 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 9th-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."	"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."	Met		6/21/2022	2022
57726860000000	Esparto Unified	7	Our local SIS tracks the courses students are participating in throughout the school year.  Curriculum council provides data to show the amount of new courses being offered to our students based on interest surveys.	The courses of study are determined by our student interest survey. They are reflective of the community we serve.	All students have access to the unique variety of course we serve. Inclusion has helped decrease the barriers.	We are still working on how to provide access to our more severally disabled students.	Met		6/15/2022	2022
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 annual review process was developed in the 2018-19. Directions for the review process instruct principals to conduct meetings with all general education teachers and special education case carriers to examine class and student schedules to ensure students have broad course access. Principals submit their findings and certify the information in the document is accurate."	For the 2021-22 school year all ESD students in grades TK-8 are enrolled and consistently participating in the seven areas identified as a broad course of study during the school day.	Barriers to providing access to a broad course of study have been ameliorated and all students are consistently participating in the seven areas identified as a broad course of study during the school day.	Current practices which ensure access to a broad course of study will continue. District personnel will continually work to enhance student access to enrichment activities targeted toward engaging all students in the school environment.	Met		5/26/2022	2022
12755150000000	Eureka City Schools	7	"Eureka City Schools tracks progress in meeting Priority 7 through the LCAP 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 board course of studies.  Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based on grade spans, unduplicated student groups, and students with exceptional needs."	"a. AVID is infused at EHS and both middle schools, including the elective classes at EHS and Zane. During the summer of 2022, more than twenty-five ECS staff members attended the AVID Summer Institute. AVID strategies are being used at all four locations, with Lafayette elementary added for the 2022-23 school year.   b. All 4th and 5th-grade students in the District were provided music instruction.    c. Instrument repair and replacement were supported at each secondary site.   d. Materials and supplies for students in VAPA were provided.   e. Co-taught classes for resource students were started at EHS for 9th-grade classes along with math, science, and world history.  f.  Loop English classes offer college prep grade level English courses for 9th-12 grade EL students who need additional scaffolding and are a level 3+ on the ELPAC.   g. GATE identification was completed in 4th grade.   h. Through collaborative work with HCOE, the County History Day was a success for students at ECS. In VAPA, many student projects were displayed in the community.  i. Career Technical Education (CTE) offerings remained robust at EHS. Additional funding was received, and woodshop equipment was upgraded. A culinary class at Zoe Barnum High School utilizes a state-of-the-art culinary kitchen.  j. Engineering classes are available at Zane, and Agriculture Science is available at Winship.   k. Forty-eight EHS students were awarded the Seal of Biliteracy for the 2020-2021 school year"	"Students who graduate from ECS should be prepared to experience success in a global society through multiple pathways including access to visual and performing arts, CTE, and AVID classes.  ECS also offers music starting in 4th grade.  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.  There are staffing challenges in certain areas (such as special education and math teachers)."	"a. Maintain student access to advanced study through support for AVID at Zane, Winship, and Grant. Send additional elementary team to AVID Summer Institute- Lafayette.   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. Continue to communicate a protocol for identifying potential GATE students, especially targeting students new to the District after 4th grade.   f. Outreach to community organizations and resources to support enrichment and project based learning in History/Social Science, Science, CTE, and VAPA to support CCSS.   g. Maintain and/or increase quantity and quality of Career Technical Education offerings and enrollment at the secondary level with an emphasis on students in unduplicated count. Work internships and curriculum/credits linked to career interests at Zoe Barnum.   h. Ensure that CTE survey or elective courses are available to students beginning in middle school with an emphasis on students in unduplicated count   i. Sustain pathways to achieve Bi-Literacy, including offering Spanish 1 at the middle schools.  j. Classroom aides in TK-2nd.  k.  ELD support, reading intervention and math intervention at all elementary and middle school sites.  ELD and math support at 9-12."	Not Met		9/15/2022	2022
31668290000000	Eureka Union	7	"The district primarily utilizes enrollment data to evaluate course access of all students to enrichments and electives, and also to special programs like GATE.  Student survey data is also utilized to a limited extent. As a small school district, targeted attention and progress monitoring of access of typically underrepresented students is comparatively easy to perform.  SIS data report generation indicated increased enrolment in the Junior High Schools for such courses as Spanish, Band, Choir, and PLTW (STEAM courses) because of zero period PE.  GATE (Gifted and Talented Education) program has manifested increased enrollment for SpEd, ELs and traditionally underrepresented students."	"All TK-6 sites provide before and after school opportunities for music, choir and band. Our JHS Elective enrollments have improved by approximately 5-10% ever since Zero Period PE and PLTW classes were offered .  There are no significant differences across sites, except some program delivery differences that are made to account for a difference in demographic profiles (e.g. GATE implementation delivery, academy model vs. cluster grouping).  Enrichment programs such as STEAM Exploratory Wheel was made available to all students across all TK-3 sites.  This STEAM pathway continues from 4th to 8th grade and all students have access to these courses if interested."	"Funding is always a barrier, as increasing access and options ultimately mean additional personnel and materials.  Our Spanish Program was eliminated due to budget cuts in 2019-20.  A pilot of a content-based Spanish Immersion Program at Maidu was successfully implemented in 2021-22 for all TK-3 students at the site. For 22-23, Excelsior 4th grade students were provided access to continue Spanish Language and Culture classes during zero period for free and under the instruction of a credentialed teacher.  Our music program requires continuous investment in equipment as well as opportunities for our instructors to collaborate and attend professional development.  Art and Band require volunteers and materials.  EUSD is fortunate that it has an educational foundation that supports enrichment.  Over the years, however, this support has decreased significantly.  For 22-23, an Exploratory Wheel for STEAM was implemented at Maidu, Greenhills, and Oakhills Elementary School."	"Based on feedback from EPIC (Eureka Program Initiatives Committee), a group consisting of staff, administrators and parent reps, the district has explored/implemented: 1. Other options to identify gifted and talented students and capture underrepresented populations, possibly adding mitigating factors as a consideration for GATE eligibility. 2. Expanding Zero Period so not only PE is offered, but possibly other enrichment programs/courses 3. STEAM (Project Brainstorm) implementation at all TK-3 sites.  4. Offering Spanish II at the junior high and Spanish for 4th graders at Excelsior."	Not Met		9/12/2022	2022
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.	Met		6/16/2022	2022
19647330129858	Everest Value	7	"Students at Everest Value School are required to enroll in a broad course of study for grades TK-8th in English, Mathematics, Social Sciences, Science, Physical Education, Art, and Language Development class.  Students that complete the school's requirements will receive a Certificate of promotion.  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 teacher/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 school  to determine if all students, including unduplicated, are enrolled in a broad course of study are: class schedules, report cards, English Language Learner identification, and Individualized Education Plans."	"The locally selected measures demonstrate all Everest Value School  students have access to a broad course of study. In addition, EVS  has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study. EVS offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomers. . 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, EVS uses a full inclusion model where RSP teachers push in or pull out  English and Math courses. For newcomer English learners, EVS 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 Everest Value 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  EVS has provided professional development and support to classroom teachers through meetings and observations. In 2022-23 EVS  will continue to provide each teacher a mentor coach and will continue to improve its use of SDAIE strategies to allow all students access to the broad course of study."	Met		6/24/2022	2022
43694350000000	Evergreen Elementary	7	"Currently, what is measured as a metric in Evergreen's LCAP to ensure that all students have access to a broad course of study is how many sections we offer for accelerated math pathways and for career tech pathways as well as AVID. We only measure whether or not the number of students is growing. However, based on feedback from stakeholders, we want to improve that metric by having Educational Services staff collaborate with Instructional Technology staff to monitor PowerSchool to ensure that all students have access to a broad course of study. In that analysis, we will review the SIS to monitor who is enrolled in specific courses that represent students not only from our overall population, but from under represented groups as well. We want to monitor advanced courses as well as electives to see the demographics of our classes to gauge if under represented student groups ( English Learners, students with disabilities, low-income students and McKinney Vento students)are participating."	"In the 2021-2022 school year, students enrolled in accelerated math pathways increased from 24 sections district wide across three middle schools to 25 sections. Additionally, career tech educational opportunities grew from 9 sections overall to 10 sections overall. The interest in AVID in Evergreen has diminished and currently there is only 1 section of it offered to students."	"Evergreen would like to include questions in our district survey that determine if parents truly understand what the broad course of study is and its importance to their children, that will impact support for enrollment. Preparing and introducing students to the idea of going into a trade or attending college must begin prior to students enrolling in high school. It is paramount to the success of a student that this work begin in middle school or earlier so that once high school begins, students and parents understand the different options that are before them.  Attendance can also be an issue. If students or parents do not 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.  With the COVID 19 pandemic, student attendance was hampered and as we have returned to in-person instruction, we see the struggles and learning loss that the pandemic caused. COVID most definitely exacerbated the issue of attendance and re-engagement and we will feel the effects of that for years to come."	"Evergreen will conduct a series of steps to widen access to a broad course of study: -Research is being conducted to further refine the metric for this state priority and local measure. By working with IT and our SIS, our hope is to better track the demographics of what students are taking what courses.  -Educational services is reviewing the criteria in place that serves as a qualifier for advanced courses in the district.  -We will include survey questions that reflect what the parent understanding is regarding access to a broad course of study and support the parent community through training and informational meetings."	Met		6/14/2022	2022
52715220132597	Evergreen Institute of Excellence	7	"1. Evergreen Institute of Excellence use three tools to track our broad course of study being offered through the students' Personalized Learning Plan, Master Agreement and our student information system Aeries. EIE offers the full suite of core classes to all students TK-12th. These core classes include: English Language Arts, Math, Science, and Social Studies/History. Additionally, we provide options for all students to participate in Enrichment type classes such as Fine Arts, Community Service, Work Experience, Technology and Career Tech Education through our robust vendor program and/or online learning platform - allowing them to personalize their education. Our high school students are encouraged to be concurrently enrolled in our local community college, opening a vast number of options to their course of studies."	"2. Evergreen Institute of Excellence is a single Personalized Learning, non-classroom based program with 100% of our students enrolled in core classes. Being a TK-12th grade program, our belief is our students can access all materials without grade level restrictions in order to learn more about topics of their interests and aspirations. Families choose from a menu of vendors and additional options such as Enrichment classes to round out the course of study based on the students' interests. EIE also has available online classes that go above and beyond the traditional core classes. All high school students have access to community college classes, subject to meeting required course prerequisites, availability, and student interest, when teacher and parents agree to the student's abilities to be successful at this high level of learning."	"3. The possibilities to access are in place for all students. Although the current barriers that may be hindering a few of our students would be transportation to access, as well as reliable internet for online class possibilities."	"4. As stated, all students have access to a broad course of study because of the actions of the LEA in years past. EIE plans to continue offering a broad course of study to all enrolled students. One part of this process is to reevaluate the Master Class Schedule and course offerings each semester. Additionally, in the 2018/2019 school year we secured additional transportation options for our exclusive use and will be expanding our services. Due to COVID, we are able to offer options for rural internet access to those parents who want it and to the extent of availability in our rural setting."	Not Met		10/11/2022	2022
52715220000000	Evergreen Union	7	EUSD uses an annual reflection of courses offered to all students to defining areas for improvement.	"All students have access to, and are enrolled in, a broad course of study, including our students with exceptional needs.   Our Elementary School campus houses our TK through 4th grade students, and we ensure that all students have access to all content areas of instruction (English, Math, Science, Social Science, Health, Visual/Performing Arts and Physical Education).  Our Bend Elementary School campus houses nearly 100 TK through 8th grade students, we ensure that the TK through 4th grade students have access to all content areas of instruction (English, Math, Science, Social Science, Health, Visual/Performing Arts and Physical Education). Students in 5th through 8th grade receive English, Math, Science, Social Science and participate in Physical Education/Health class as well as electives that encompass Visual/Performing Arts and other areas of study, including CTE options. Our Middle School campus houses 5th through 8th grade students, and we ensure that those students have access to all content areas of instruction, as well as Physical Education and Health for all students.  Electives are part of the program for students in 5th through 8th grade and encompass Visual/Performing Arts and other areas of study, including CTE and language options.   Our elective programs were put on hold during Covid, due to class cohorting, and we were not able to provide students this opportunity.  We are looking forward to implementing those once again this academic year."	"A barrier in preventing us from providing access to a broad course of study for our 5th through 8th grade students is that we have yet to fill a position for a Visual/Performing Arts/Music instructor on the Bend and Evergreen Middle School campus for over a year now.  In the interim, we provide Visual/Performing Arts opportunities through our elective program - taught by our staff who have knowledge and expertise in these areas."	"EUSD plans to reinstitute our elective program this academic year.  In addition, as noted on Priority #2, we must begin to delve into ensuring students have opportunities for exploring Foreign Language Instruction and Applied Arts during this time, as well."	Met		6/28/2022	2022
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 virtual, 4-year plan that indicates specifically the courses the student will be studying.  The ToR takes this 4-year plan and determines the corresponding curricular plan using 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 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 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. Special Education curricular questions are addressed with the Special Education lead."	"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 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 tracks students’ volunteer and work-based hours through remote volunteer learning opportunities for the Completer courses. EACS is currently offering our Completer courses for the Health Science pathway and the Marketing pathway.	Met		6/23/2022	2022
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 virtual, 4-year plan that indicates specifically the courses the student will be studying.  The ToR takes this 4-year plan and determines the corresponding curricular plan using 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 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 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. Special Education curricular questions are addressed with the Special Education lead."	"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 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 tracks students’ volunteer and work-based hours through remote volunteer learning opportunities for the Completer courses. EACS is currently offering our Completer courses for the Health Science pathway and the Marketing pathway.	Met		6/23/2022	2022
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."	Not Met		9/13/2022	2022
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."	Not Met		9/15/2022	2022
54768360000000	Exeter Unified	7	"Exeter Unified School District utilizes a variety of locally selected measures and tools to track the extent to which all students have access, and are enrolled in, a board course of study. These measures include school site master schedules, course student enrollment data, student placement criteria summaries, and student course/pathway completion reports."	"Local data evaluating the extent to which all students have access to, and are enrolled in, a broad course of study indicate: - 43% of high school students participate in one or more Career Technical Education courses. Enrollment of Latino, English learner, Special Education, and socioeconomically disadvantaged students have increased over the past school year.  - 27% of high school students participate in the district’s Advanced Placement program. Overall participation has decreased since the return to in-person learning. Enrollment of socioeconomically disadvantaged students has increased while the enrollment of English learners and special education students has decreased over the past school year. - 14% of high school students are enrolled in a college credit course. Enrollment of English learner and special education students has decreased over the last school year.  - Access to world language courses has expanded to students in grades 7-8. In 2021-22, the middle school campus began offering a college-preparatory Spanish elective without prerequisite barriers."	"Barriers that prevent Exeter Unified School District from providing access to a board course of study to all students include the practice of pull-out interventions offered to special education students and students performing below grade level in reading and mathematics. Additionally, there is a lack of clarity in placement criteria for special education students in primary grade levels and students entering middle school and high school. Lastly, the inability to hire qualified staff to teach extended learning and enrichment courses (i.e. art teacher, culinary arts teachers, American Sign Language Instructor) has truncated the District’s effort to diversify the elective options/interests offered to students outside of the school day."	"In response to local data related to student access to a broad course of study, Exeter Unified School District has adjusted the middle school bell schedule to provide all students access to intervention, enrichment, and an elective. School sites have reconsidered pull-out methods of academic re-engagement of learning in favor of push-in academic support efforts. Data-informed practices have been added to the course placement protocol of special education students entering middle school and high school and additional early learning diagnostic tools have been instituted in primary grade levels. Course elective options have expanded to include hands-on college and career exploration modules at the middle school and alternative education campus. The middle school and comprehensive high school also plans to adopt and implement an AVID (Advancement Via Individual Determination) program in the near future."	Met		6/8/2022	2022
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 at the K-6 level, except for PE. 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). Our 7th and 8th grade students have two core blocks in each classroom."	"One significant barrier that prevents a broad course of student is space allocation. We are currently on co-located LAUSD campuses which do not allocate additional classroom space for elective or enrichment courses. We hope to address the second barrier by finding a private school site. A second barrier is funding to allow additional teachers to be hired to specifically teach art, language, or other courses of study."	"The plan for the 2022-2023 school year includes a more traditional middle school experience with different classes including electives. During the 2022-23 school year, ELD instruction will be differentiated by grade span and student performance level between classrooms. In addition, unfinished learning will be targeted during dedicated instructional blocks. 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. Per recommendations from our ELAC and SSC committees, parents would also like us to explore the possibility of Spanish language or dual language classes as well."	Met		6/27/2022	2022
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 at the K-5. 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).	"One significant barrier that prevents a broad course of student is space allocation. We are currently on co-located LAUSD campuses which do not allocate additional classroom space for elective or enrichment courses. We hope to address the second barrier by finding a private school site. A second barrier is funding to allow additional teachers to be hired to specifically teach art, language, or other courses of study."	"The plan for the 2022-2023 school year includes a more traditional middle school experience with different classes including electives. During the 2022-23 school year, ELD instruction will be differentiated by grade span and student performance level between classrooms. In addition, unfinished learning will be targeted during dedicated instructional blocks. 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. Per recommendations from our ELAC and SSC committees, parents would also like us to explore the possibility of Spanish language or dual language classes as well."	Met		6/27/2022	2022
20652430107938	Ezequiel Tafoya Alvarado Academy	7	"We have ensured all of our students have standards-aligned curriculum and instructional materials in their classrooms and at home. We stock each of our classroom libraries with appropriately leveled books for that specific classroom 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."	"Our assessments have been administered as planned with Renaissance’s STAR Reading and Math assessments administered three times each year. We are providing reading intervention to students based on the reading assessment data. Teachers are also administering the curriculum embedded assessments from Go Math, Benchmark, Study Sync, and Amplify. We continue to use Smarter Balanced Assessment Consortium’s (SBAC) Interim Assessment Blocks and Formative Interim Assessment Blocks, at least 4 times per year for both ELA and Math, to monitor progress towards proficiency in the Common Core State Standards. We will also continue using our STAR Reading and Math assessments as a diagnostic assessment to understand our students’ current level of performance and analyze their growth. 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 our Reading Intervention Program. Currently, we have three reading intervention teachers serving grades 1-5. A significant amount of the work of our classroom paraprofessionals is devoted to supporting the needs of our English Learners. We also have two paraprofessionals who devote 100% of their time to support students with disabilities in the regular education classrooms."	N/A	N/A	Met		6/16/2022	2022
15634610000000	Fairfax Elementary	7	"1.  At the elementary levels, Fairfax School District utilizes a progress report card where teachers, principal and central office staff can use to monitor student access to and completion of a broad course of study. At the secondary levels, Fairfax School District uses the local student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using data from local assessments (DIBELS, STAR, quarterly benchmarks). All students are taught a well-rounded education through daily teaching in the subjects of English language arts, English language development, mathematics, NGSS, History/social science, PE, and other electives. All students are provided access to all subjects as to provide them with a broad course of study and experiences."	"2.  Upon analyzing data and reports from our local data system, DataQuest and CALPADS certification reports, Fairfax School District is confident that all students have access to and are enrolled in a broad course of study. All school sites within Fairfax School District have accessibility to the same grade level applicable broad courses of study. We monitor their successful access in all grades K-8 through our local data management system on a quarterly basis and annually through CAASPP. Quarterly analysis of local data provides our teacher teams of Professional Learning Communities the ability to respond with either interventions and/or enrichment opportunities."	3.  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	"4.  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 2021– 2022 school year options will continue to explore options to extend CTE and World Language course availability."	Met		6/23/2022	2022
48705400000000	Fairfield-Suisun Unified	7	"The District used a self-assessment tool developed by the Educational Services department. The District identified the number of course titles available at each school and identified if students who are English learners, foster youth, socio-economically disadvantaged, or have special needs are able to access the course of study. At comprehensive high schools, students have a choice of courses and their preferences help determine the courses offered. Course enrollment and course performance data is tracked at the District and site level using the tools available in Aeries, the District’s student information system."	"Students in the elementary setting are provided Board adopted core curriculum. Courses include English, math, science, and social studies. Students also receive 200 minutes of physical education every 10 days and arts education lessons every week.  Students in the middle grade setting are enrolled in the core classes of English, math, science, and social studies. All comprehensive middle schools offer support courses in ELA and math, as well as GATE/Honors courses. Students have daily physical education and the option of a foreign language elective. Middle grade students who attend a K-8 school do not have access to a foreign language elective. Career Technical Education courses are not offered at comprehensive middle schools or K-8 schools.  Students in the high school setting are able to annually submit course requests. The master schedule is then built based on how many students request to take each course. While all schools offer a broad course of study that includes remediation courses and Honors/AP/IB courses, some students are not able to access this broad course of study."	"Students with special needs are often provided with special education services, rather than afforded a Career Technical Education elective. English learners also tend to have less opportunity to participate in elective classes because of the requirement to receive designated ELD instruction. In addition, staff in smaller secondary schools, or schools with small populations of English learners, struggle with providing 30 minutes of designated ELD instruction.  One of the challenged identified by staff is that students who are required to take support classes often did not have room in their schedule for Career Technical Education or college preparatory electives. In other words the support classes became a barrier to course access. During the 2021/22 school year, the District allocated Expanded Learning Opportunity Grant funds to provide additional sections at the middle and high schools so that students could enroll in support classes and elective classes. In addition, the District increased the number of CTE pathways available to students. These actions have resulted in additional CTE sections at the comprehensive high schools. In 2019, FSUSD offered 69 sections of CTE at the comprehensive high schools. Currently FSUSD is offers 94 sections of CTE at the comprehensive high schools."	"FSUSD is in the process of implementing Multi-Tiered System of Supports (MTSS), which when successfully implemented, can support more students having access to a broad course of study.  Further, the District has worked to provide many educational options to FSUSD families. Some of the options, while providing smaller learning environments, have limitations in the scope of programs offered. When looking solely through the lens of access to a broad course of study, small school options create unintended barriers to accessing a broad course of study.  FSUSD will continue with its implementation of MTSS (Action 2.7); which is aligned to the LCAP. In addition, the TK - 12 Literacy Plan (Action 2.10) and the Career Technical Education work (Action 2.1) will have a positive impact on reducing/eliminating the barriers that currently prevent students from having access to a broad course of study. Further, the Curriculum Council and Secondary Department Chairs will continue to analyze data with the goal of identifying potential solutions to barriers which can be included in future LCAPs. Finally, Educational Services will continue to monitor the progress of unduplicated student groups and look more closely at potential relationships between academic progress and access to a rigorous broad course of study."	Met		6/16/2022	2022
45699890000000	Fall River Joint Unified	7	"Every student in the Fall River Joint Unified School District is given individual attention when tracking the extent that all students have access to, and are enrolled in, a broad course of study. Every grade span TK-12 has adequate curriculum, technology, and teacher preparation to enhance this claim. Unduplicated student groups and students with exceptional needs are looked at individually to ensure that the access for them is equal to all students, if not more. Counselors and administrators use age-level appropriate planning tools to ensure this endeavor."	The FRJUSD only has two comprehensive elementary schools and two comprehensive high schools. The similarities between the sites per grade level are very comparable. All curriculum materials match at each site along with technology for students and staff. The alternative sites also match in their online curricular program. The district employs two counselors and two deans who monitor student progress and ensure that all students receive a broad course of study.	"The present barrier to providing a fully implemented broad course of study in the FRJUSD is the lack of qualified teachers. While students are instructed in and provided resources in a broad course of study, some core subjects may be taught by a misassigned teacher. The District has continually broadened its offerings to meet the needs of the students; as a smaller district with only 1,150 pupils, the ability to be nimble and not fall behind in this area is a proud aspect of the FRJUSD"	"In addressing the need for fully credentialed teachers, the District reaches out to the community and offers internships to local community members who would like to become certificated teachers. The district then provides the support needed to help that teacher succeed: mentors, coaches, frequent observations with feedback, professional development, etc."	Not Met		10/12/2022	2022
37681140000000	Fallbrook Union Elementary	7	"FUESD uses the 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 a broad course of studies based on our SIS data.  Individuals with exceptional needs are provided access to 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 the 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 art 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).  FUESD also offers an independent study school, as a school of choice for families that wish to homeschool through a virtual school environment guided by a classroom teacher."	Met		6/21/2022	2022
19643520128488	Family First Charter	7	"The school utilizes multiple tools to track student access, progress, and needs. Road maps track individual student progress to ensure that each student completes all required courses for graduation. Academic counseling is mandatory at the beginning of each school year to discuss progress and create a yearly plan. Historical grades are managed through Power School (student management system).   Special Education Continuous progress monitoring through the evaluation of IEPs of students with special needs. Targeted interventions based on individual student needs are developed through specialized intervention curriculums facilitated by SPED teachers. SEIS management system is used to write and maintain IEP reports for students. Special Education teachers receive ongoing training and support to ensure that proper reporting is taking place.  Appropriate goals for special education students. Service providers maintain  Transition plans are developed for each student receiving special education services to ensure a straightforward transition is in place upon high school graduation. Necessary partnerships are designed to facilitate a soft handoff to higher ed, employment, or vocational training environments."	"Family First Charter School adheres to the minimum 180 credit requirements required by California Education Code (EC). The courses are outlined in the school catalog. All coursed are available to students based on their current road map. A-G courses are offered to all students. Targeted interventions are available to support students with disabilities, English Learners, and any students identified as a special population. An open enrollment process has been adopted by the school to support retention and positive student outcomes among underrepresented student populations.  An annual curriculum review has been adopted to ensure to enhance student learning, engagement, experience, and outcomes. A student support team of licensed clinicians is in place to support the mental health of students to increase positive student outcomes. Students self-select to meet with the student support counselor and any information shared remains in confidentiality."	Barriers preventing Family First Charter School from providing access to a Broad Course of Study include: 1) logistical limitations inside of various correctional facilities that may limit what resources can be brought into the jail. 2) The need to increase staff training in effective differentiation/ scaffolding strategies to meet the diverse needs of multi-level classrooms		Met		6/23/2022	2022
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 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.."	"One barrier data has highlighted is FPCS has not CTE completers.  Up through this year, the only CTE options were in Edgenuity.  They proved difficult and students often dropped the courses.  Also, the enrollment can be inconsistent in high school. This makes the number of students continuously enrolled is low.  This is the reason we plan to first develop a two year Pathway.  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."	"This year, a new hire has brought a culinary class for high school which was self-written and has been approved as a-g.  During the 2022-23 year, a second class will be written to create a two year CTE Pathway which is not online based.  We believe this will create an opportunity for students in independent study be engaged and excited to complete both year."	Met		6/14/2022	2022
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: 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: 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 2021-2022 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 2021-22 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 2022.    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 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 and barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services for 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 Youth 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."	Met		6/16/2022	2022
54753250000000	Farmersville Unified	7	"The district is using number of courses and student enrollment in these courses that represent broad course of study comparing 2021-22 school year to 2022-2023 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 after 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. The number of students who were at risk of not graduating decreased for the 2021-22 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.	Met		6/14/2022	2022
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: 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: 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 2021-2022 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 2021-22 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 2022.    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 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 and barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services for 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 Youth 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."	Met		6/16/2022	2022
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 electives. The school has highlighted CTE course requirements during the development of the IGP.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  Students also receive instructional funds allowing them to select course curriculum and 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), progress reports (grades 9th-12th), 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 a broad 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)."	Met		6/6/2022	2022
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.	Met		6/23/2022	2022
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.	Met		6/23/2022	2022
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 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.	Met		6/23/2022	2022
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.	Met		6/23/2022	2022
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 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. We will continue to provide math and reading intervention based on assessment results and SST team decisions. Training and collaboration for Special Education, Intervention, General Education and EL teachers will continue to be funded by the district. We will also continue to look for funding possibilities to continue our Music and Art instruction in gradesK-6."	Met		6/21/2022	2022
12627940000000	Fieldbrook Elementary	7	"The district utilizes attendance records, report cards and progress reports to track access to a broad course of study. Our student information system allows us to pull reports based on grade level, unduplicated qualifier and/or program involvement."	100% of enrolled students have access to a broad course of study. Students that have current IEPs have all services available as outlined in the IEP as well as access to all general education offerings. We have one school site in our district.	The district has no barriers prohibiting us from offering a broad course of study to all students enrolled in the district.	The district has no revisions or new actions planned to ensure access to a broad course of study for all students because the district already provides it to 100% of our students.	Met		6/13/2022	2022
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."	"FUSD provides to students in grades 1-12 a broad course of student, including English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. All students have 1:1 access to technology. 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. Although Fillmore Unified offers art and music to all of our students in elementary, not every student is able to access these and other elective courses in middle and high school. Secondary students who are unable to fit a required course of study into their daily schedule 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. Students also have the option of dual enrollment at the local community college.  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) recognizes there is a discrepancy in enrollment in a broad course of study between student demographics and their more advantaged counterparts at the middle and high school levels.  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.    Some middle and high school students who are English Learners, have learning disabilities, might not have room in their schedule for electives. The limitations of the school day and nuances of master schedules at the secondary level, including singleton classes and class conflicts, prevent students from accessing all courses, such as AVID, music, art, athletics and CTE courses.  We strive to ensure that students who require reading intervention in elementary school are not pulled out of academic classes, and we have created a schedule for embedded intervention during Universal Design for Learning time.  Potential barriers are identified and addressed in a concentrated team effort before impacting a student’s ability to graduate."	"Under the district’s intervention initiatives, which includes with Universal Designs for Learning (UDL) and Elementary Reading Intervention, Social Emotional Learning (SEL) , Math (P3CC/On Track 8th/9th Grade), FUSD 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. AVID tutors are assigned to support  English Learner progress, and district staff are assigned to Newcomer case management in collaboration with site support. High school English Learner students have access to grade level courses that meet a-g requirements.  FUSD is working to expand Career Technical Education opportunities for all students.  The high school offers dual enrollment in college courses. Students that are credit deficient can take online courses to meet  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 or on an Individualized Educational Plan are carefully scheduled with counselors and staff to ensure that their schedules are carefully designed."	Met		6/21/2022	2022
10738090000000	Firebaugh-Las Deltas Unified	7	"FLDUSD uses a local measure to report out the # of Classes by Subject for SY 2021-22.  This local measurement shows that FLDUSD provides all elementary aged students in grades TK-5th, 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 = 55; math = 51; ELD = 25; science = 52; History/Social Science = 41; Foreign Language = 11; Fine Arts = 35; PE = 47; Other = 120 (Aeries)."	"FLDUSD uses the LCAP needs assessment and educational partners 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 the years showed that the number of students participating in music went from 419 students in 2012-13 to 761 in 2021-22.  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 it 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."	Met		6/9/2022	2022
38684780101774	Five Keys Charter (SF Sheriff's)	7	"Five Keys tracks which courses our students have access to and are enrolled in through our student information system. Course access is not determined by grade, student group, or exceptional student needs, but rather by student needs as identified through student transcripts, local benchmark scores (CASAS), and the resources available at the site in which the student is enrolled.  Additionally, 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 wide variety of courses within each of the course areas required for graduation including A-G Courses and elective courses, which include literacy and numeracy development as well as life skills such as computers and job readiness. 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 Five Keys utilizes 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.  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. In Southern California such as  Welding, Forklift Certifications, Masonry,  Commercial Printing, OSHA 10, Pharmatech and Food Handling. There are plans in place to expand these offerings to more sites. In our Santa Rita (Alameda County) facilities, students can dually enroll in both high school diploma and CTE courses."	"At FKCS, 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.  For students enrolled at community sites, access to, and ability to use technology is a barrier to ensuring all students have access to the full range of curriculum.  Most of the new curriculum being developed and adopted is only available using technology, such as an LMS or google docs."	"In order to further ensure access to a broad course of study for all students, Five Keys is working on new course offerings as well as expanding technology access for all students.  We continue to build CTE  pathways and dual enrollment opportunities for students in both regions through the online LMS as well as partnerships with local community colleges.  On the academic side, Five Keys is expanding our elective options to include computer and technology courses as well as a comprehensive financial literacy course.  In addition to ensuring that more students have the ability to get the technology needed to access the online curriculum (Chromebooks and wifi/hot spots), Five Keys has also hired an accessibility coordinator to ensure that courses are more accessible for all students no matter their learning needs."	Met		6/24/2022	2022
38684780118141	Five Keys Independence HS (SF Sheriff's)	7	"Five Keys tracks which courses our students have access to and are enrolled in through our student information system. Course access is not determined by grade, student group, or exceptional student needs, but rather by student needs as identified through student transcripts, local benchmark scores (CASAS), and the resources available at the site in which the student is enrolled.  Additionally, 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 wide variety of courses within each of the course areas required for graduation including A-G Courses and elective courses, which include literacy and numeracy development as well as life skills such as computers and job readiness. 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 Five Keys utilizes 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.  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. In Southern California such as  Welding, Forklift Certifications, Masonry,  Commercial Printing, OSHA 10, Pharmatech and Food Handling. There are plans in place to expand these offerings to more sites. In our Santa Rita (Alameda County) facilities, students can dually enroll in both high school diploma and CTE courses."	"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.  For students enrolled at community sites, access to, and ability to use technology is a barrier to ensuring all students have access to the full range of curriculum.  Most of the new curriculum being developed and adopted is only available using technology, such as an LMS or google docs."	"In order to further ensure access to a broad course of study for all students, Five Keys is working on new course offerings as well as expanding technology access for all students.  We continue to build CTE  pathways and dual enrollment opportunities for students in both regions through the online LMS as well as partnerships with local community colleges.  On the academic side, Five Keys is expanding our elective options to include computer and technology courses as well as a comprehensive financial literacy course.  In addition to ensuring that more students have the ability to get the technology needed to access the online curriculum (Chromebooks and wifi/hot spots), Five Keys has also hired an accessibility coordinator to ensure that courses are more accessible for all students no matter their learning needs."	Met		6/24/2022	2022
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."	Met		6/22/2022	2022
34673300000000	Folsom-Cordova Unified	7	"Measures to track access:  To track the extent to which all students have access to and are enrolled in a broad course of study, the Folsom Cordova Unified School District tracks the following metrics: Graduation Rate, Advanced Placement (AP) Participation Rate, International Baccalaureate (IB) Completions Rate, A-G Completion Rate, Career-Technical Education (CTE) Participation Rate, and State Seal of Biliteracy (SSB) Earn 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 to meet the rigorous requirements set forth by the UC/CSU systems for college admissions. The CTE, IB, and AP Participation rates provide a snapshot of whether students are extending their learning beyond the core curriculum and participating in Career-Technical Education Pathway and Advanced Placement courses. The SSB recognizes graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.  All three FCUSD comprehensive high schools and the three continuation high schools offer A-G courses in English, Math, Social Science, Science, and a variety of electives. All FCUSD students are placed in A-G courses as a “first course of action” unless there is a specific reason (Individualized Ed"	"Provide access for all students:  While 93.6% of seniors graduate, those percentages are lower for Students with Disabilities (78.8%), Homeless Youth (74.3%), Socioeconomically Disadvantaged students (87.3%), and English learners (79.7%). While 21.1% of students are taking one or more AP courses, only, 1.7% of Students with Disabilities, 0.0% of Homeless Youth, 5.2% of Socioeconomically Disadvantaged students, and 1.9%% of English learners are doing the same. The number of IB Four-Year Graduates is 4.3% for all students but as follows for Students with Disabilities (0.0%), Homeless Youth (6.0%), Socioeconomically Disadvantaged Students (7.7%), and English learners (1.9%).  20.6% of students are in a CTE pathway, while Students with Disabilities (8.5%), Homeless Youth (10.9%), Socioeconomically Disadvantaged Students (16.3%), and English learners (9.3%) are doing the same. The number of students who have earned the SSB has increased with all students 16.1%, students with disabilities (2.6%), Homeless Youth (9.9%), Socioeconomically Disadvantaged students (13.0%), and English learners (7.6%)."	"Barriers to access:  Potential barriers preventing the FCUSD from providing access to students 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.   Taking into account; 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 affect 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 ac"	"Ensuring access:  FCUSD increased access to A-G, CTE, International Baccalaureate (IB), Advanced Placement (AP), Science Technology Engineering and Math (STEM), and VAPA by offering an increased number of courses in these areas and transitioned from ""criteria"" for enrollment to '""guidelines"" for enrollment. FCUSD continues to offer additional science courses and program certificates (Seal of Biliteracy, AP Program, International Baccalaureate Middle Years Program (MYP), and the International Baccalaureate Diploma Program (IB)). Continued implementation of Naviance; created a 6-12 roadmap for secondary school use. Counselors and College and Career Center Clerks used Early Assessment Program (EAP) data to identify student college readiness and provided support and guidance for post-secondary options connected to CTE.  For the 2022-2023 school year, the District is focusing efforts on developing more equitable grading practices and providing more support 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 Intervention support and programs to provide students with the ability to recover learning and makeup courses during the school year. The District"	Met		6/23/2022	2022
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 2021 graduates who completed a broad course of study across their secondary educational experience (2022 data was not yet available at the time of analysis and reporting to the Board in early June 2022).  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 2020-2021, 12% of 4th – 6th grade elementary students were enrolled in Band, Strings, or Choir and 7% participated in after-school VAPA programs. These represented declines from 2019-2020 due to the virtual formats in distance learning.  At the middle school level, 31% of 6th graders were enrolled in a VAPA course which was a 2% increase over the previous year. All students in grades 7-12 have access to a broad course of study. Forty-nine percent of 2021 graduates 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 student groups performed similarly, and all made slight gains from 2020 to 2021 as a result of increased enrollment in applied arts courses.  An additional 39% completed all core courses plus 3 of the 4 elective areas, demonstrating that 88% completed a broad course of study or were missing only one elective course."	"The data showed that there was a 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 rates at only 3% below the All Student group.  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. 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. Of the four elective categories in a broad course of study, applied arts and CTE offered the fewest number of sections in FUSD in 2020-2021, with 480 and 670 respectively compared to 1153 for VAPA and 1564 for foreign language. 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 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."	Met		6/8/2022	2022
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.	"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. Currently, CTE courses are under-enrolled. CTE courses are available through the local community colleges, and these options can serve all of our learning centers. FCS launched its first CTE pathway in the Spring of the 2019/20 school year and added two pathways in the Fall of the 2021/22 school year. FCS is developing one more pathways to be launched in the Fall of 2022.  Currently most Pathways are only offered online, but in the 2022-23 school year, FCS is offering one of our existing pathways through an in-person class. FCS will continue to add additional pathways based on student interest and local industries. We feel that we now have several pathways available to students. Now, we want to put more emphasis on encouraging more students to participate in the opportunity."	"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. However, most of our CTE courses are offered online and several students have expressed an aversion to this format. This aversion may have been increased due to everything going to a distance format during Covid. We are hopeful that more students will participate in the online options in the future years."	New actions will include offering an in-person CTE pathway and promoting our online options now that we are out of distance learning.	Met		6/14/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
04614240118042	Forest Ranch Charter	7	"Our MTSS Leadership Team reviews student class and course placement each year. Student s in TK – 8 th 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 our 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 primarily offered by their primary teachers with occasional use of guest speakers, county programs or outside vendors."	"Our MTSS Leadership Team reviews student class and course placement each year. Student s in TK – 8 th 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 our 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 primarily offered by their primary teachers with occasional use of guest speakers, county programs or outside vendors."	"One challenge is having multiple subject teachers covering too many content standards, either because they have a multiple age/grade class and we have reduced the overall number of teachers (decline in students during Covid pandemic) or because they do not have access to as many specialty teachers due to changes in credentialing requirements."	FRCS will continue to look for creative options to increase the Middle School array of offerings as well as increase enrollment so that an additional full time teacher can be brought on board.	Met		6/28/2022	2022
31668370000000	Foresthill Union Elementary	7	Williams Report Aeries Student Rosters and Master Schedules Educational Partner Surveys Staff Surveys Student Surveys	"District leadership turnover has interrupted development and implementation of a systematic approach to ensuring that all district students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. At present, the district's curriculum adoption is not current in NGSS or History/Social Science, but plans are in place, as documented in the 2022/23 LCAP, for adoption in these two subjects in the coming year. As a single school district, tracking equitable access to a broad course of study is relatively uncomplicated and involves clear and documented expectations, Williams Act accountability measures, frequent alignment and collaboration PLC time, and integration of the district's ELOP program this fall."	"Barriers preventing the district from providing access to a broad course of study for all students include the challenge of recruiting and hiring highly qualified teachers/staff and ongoing student transportation (busing) challenges. Both of these barriers are common throughout Placer County and the State of California. Fortunately, districts in the county, and members in the community are dedicated to engaging in highlly collaborative and innovative measures to address the barriers, including finding local bus drivers and considering returning student busing services to an in- house level. Another barrier to access are ongoing waves of COVID-19 outbreaks which seem to interrupt the continuity of instruction and operation. The district continues to be vigilent in maintaining clean and safe facilities, following current CDPH and county health department protocols."	FUSD is piloting and will select and prepare for implementation of NGSS curriculum and struction.   Evaluation of instructional day and expanded learning opportunities programming to broaden the available course of study available to all students. Establishing partnerships with neighboring small school districts to share certificated personnel in order to enhance areas such as VAPA and World Languages.	Met		6/20/2022	2022
49706800000000	Forestville Union Elementary	7	"Course access--Students have access to a broad course of study (English, math, science, social science, PE, visual and performing arts, and electives--in the middle school grades) as evidence by the master schedule, bell schedules, and student schedules.  Support programs include: Special education teacher and paraprofessional and  EL paraprofessional and bilingual liaison"	Course access is 100% aligned based on schedules.	"Behavioral supports include counseling, behavior paraprofessionals, initial trauma screening for all students with counseling support for those that qualify through the Sonoma County Office of Education. All students, including unduplicated students and students with special needs are enrolled in a broad course of study."	"Goal: To 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 special 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 Tk-8 district."	Met		6/23/2022	2022
49706980000000	Fort Ross Elementary	7	"• 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 K8 district."	Met		6/22/2022	2022
18750360000000	Fort Sage Unified	7	"The Charter School offers textbooks, LMS Edgenuity and Intervention Tools, Big Ideas-reading intervention and math intervention and extracurricular activities."	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 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 safety and school connectedness. 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 students, White students, 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 will implement Social Emotional Learning (SEL). The approach to SEL 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. The goal of using technology to supplement the core program ensures that personalized instruction is provided."	Met		6/15/2022	2022
12768020000000	Fortuna Elementary	7	"All students at Fortuna Elementary have access to a broad course of study as evidenced by: Review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards.  The design of the district's English Language Development (ELD) program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction on a daily basis during non-core instructional time.  IEPs for students with exceptional needs document that they receive instruction through a broad course of study which includes, core academics, science, social science, health and physical education, and visual and performing arts."	"100% of FESD students have access to a broad course of study appropriate for their grade levels as defined by Education Code.  Unduplicated students including ELs, socio-economically disadvantaged (SED), and foster youth as well as students with exceptional needs also have access to a broad course of study.  Due to a significant number of SED students throughout the district, Title I school-wide programs are provided to 100% of students.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  There has never been any identified group or sub-group of students who have not been offered the full range of courses appropriate for their grade."	"The district has created an ELD program that provides ELD instruction during non-core instructional time thus preventing ELs from being removed from their classrooms during core instructional times.  It should be noted that some English learners and some students who have qualified to receive special education services do have to be pulled from their classrooms at some point throughout the day in order to receive more intense individual or small group instruction. The district has provided funds to support visual and performing arts instruction at each school site covering all grades TK-8, but those funds are limited and schools have relied upon additional gifts and/or grants to supplement this part of the curriculum."	"The district will continue to monitor classroom instruction, continue implementation of standards-based student report cards, EL progress, and progress monitoring on IEP goals in order to maintain 100% access for all students to a broad course of study for all students at all schools throughout the district."	Met		6/7/2022	2022
12628100000000	Fortuna Union High	7	"Each year the Fortuna Union High School District compiles the A-G Completion rate for all students and analyzes that data at specific identified group levels. Students at Fortuna High School have access to AP and Honors coursework. Students at Academy of the Redwoods have access to concurrent enrollment college courses at College of the Redwoods. Each year the number of students completing CTE Pathways are aggregated by demographic. Academic advisors track student progress at all school sites. The Academy of the Redwoods has Tier level classes for grade level specific support, Course Support classes for college class assistance and oversight, and Math and STEM Labs for support in subjects where particular needs have been identified."	"There are no restrictions at each site level for student access to courses and pathways. It should be noted that Academy of the Redwood students (concurrent enrollment) and Fortuna High School students (AP, honors) have different pathways provided for them for A-G Completion. AR students can study for and attempt AP tests on requests, and FHS students have continually increasing dual enrollment opportunities for college credits.  Our District will continue to track A-G Completion rates and CTE Pathway completion."	"FUHSD 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 from accessing work at home. At AR, school and staff size limitations impacts the ability to provide remedial math for incoming ninth graders, thus requiring the implementation of a math placement test that stunts enrollment in the program."	"All coursework is now available via Google Classroom. FUHSD is providing one to one Chromebooks for all students, along with insurance. Fortuna High has implemented a rotating block schedule with enrichment periods in place for students to explore elective courses beyond traditional course offerings. AR sustained a slightly adjusted incoming math placement score requirement in order to admit a wider range of students. AR implemented a high school-only Spanish course sequence to help improve A-G pathway completion and reduce credit deficiency. Fortuna High and AR have funded instructional coaches to support all teachers at both sites."	Not Met		9/14/2022	2022
34103480136275	Fortune	7	"In order to track the extent to which all students have access to and are enrolled in a broad course of study, we measure the % of students to whom courses are offered as well as the % of students who are enrolled in those courses."	"At Fortune, 100% of scholars in grades TK-4 are both offered and enrolled in a broad course of study in ELA, math, science, humanities, and visual or performing arts.  Additionally, 100% of scholars in grades 5-8 are both offered and enrolled in a broad course of study in ELA, math, science, history, and visual or performing arts.  In grades 9-12, 100% of scholars are offered and enroll in a broad course of study in ELA, math, science, history, and visual or performing arts.  Our early college high school also offers 100% of our scholars the opportunity to take dual enrollment courses with our partner, Cosumnes River College.  Nearly 100% of our scholars enroll in at least one college course during their four years with us, and a quarter of our scholars take enough credits to earn their Associates Degree when they graduate high school."	"At Fortune, we do not currently have barriers to providing access to a broad course of study for all students."	"In order to ensure that all our scholars can succeed in their broad course of study, we provide additional supports such as intersession days, small group instruction, and assistance from instructional aides."	Not Met		10/20/2022	2022
30664980000000	Fountain Valley Elementary	7	"FVSD is committed to ensuring all students have access to a broad course of study. This commitment includes participation in the core instructional areas of ELA, Math, Science, History, and PE. In addition, FVSD is committed to providing students with a broad course of study that includes student choice options for participation in Visual/Performing Arts, Foreign Languages, Applied Arts, and Career Technical Education at the middle school levels. In grades TK-5, FVSD utilizes the following measures to define a broad course of study: access to Board-approved instructional materials, daily instruction in all four core content areas (ELA, Math, Science, and History), English Language Development for students identified as English learners, PE instruction meeting or exceeding the required instructional minutes, access to intervention during the school day, arts instruction, and STEM instruction. In grades 6-8, FVSD utilizes the following measures to define a broad course of study: access to Board-approved instructional materials, daily instruction in all four core content areas (ELA, Math, Science, and History), English Language Development for students identified as English learners, PE instruction meeting or exceeding the state-required instructional minutes, access to intervention support during the school day, arts instruction, and STEM instruction."	"FVSD provides a broad course of study for 100% of students in grades TK-5, as all students have access to Board-approved instructional materials for English-Language Arts, Math, Science, History/Social Studies, and English Language Development (for students identified as English learners). FVSD’s cadre of certificated, itinerant elementary music teachers provide 100% of students with access to music instruction, while classroom teachers also ensure that students engage in ongoing visual-arts related instruction that is connected to standards-based content area instruction. For students in grades 6-8, analysis of master schedules for FVSD’s three middle schools showed that 100% of students have access to Board-approved instructional materials for English-Language Arts, Math, Science, History/Social Studies, and English Language Development for students identified as English learners. In addition, 100% of students are enrolled in physical education courses. Review of middle school master schedules for the 2021-22 school year showed that 100% of students had access to elective options including foreign languages, visual/performing arts, student leadership electives, academic interventions, and STEM-related electives.  The COVID-19 pandemic did impact the manner in which students were able to engage in the various electives, particularly for students whose families chose the full-year virtual learning model (FVSDConnected) offered by the District."	"Although the analysis of the results demonstrated convincingly that students in FVSD encounter very few barriers to accessing a broad course of study in FVSD, the District is committed to constantly pursuing avenues for increasing opportunities for students that improve instruction in existing areas through the professional development of teachers. FVSD is also committed to expanding opportunities for content that students encounter during their TK-8 experience in the school district and connect them with opportunities they will encounter upon matriculation to high school, college/university, and the workforce.   At the elementary level, FVSD continues to expand intervention supports for students and align intervention so that it does not interrupt core instruction in the areas of English- Language Arts and/or mathematics. At the middle school level, one barrier that students may encounter is the fact that the 6- period instructional day can limit their opportunity to pursue interests in multiple fields of study simultaneously. FVSD continues to provide resources to address needs related to materials that support the ongoing expansion of robotics programs and foreign language programs, as well as providing resources for instrumental music programs across the District."	"Fountain Valley School District is committed to mitigating any barriers students might encounter in gaining access to a broad course of study, and to expanding the broad course of study accessible for all students. In order to accomplish this, FVSD engages in an ongoing process of reflecting on current practices, identifying opportunities to improve programming, seeking out research-based practices to address any barrier(s), reaching out to stakeholders to gather input related to the broad course of study offered in FVSD, and implementing solutions that improve student achievement. At the elementary level, part-time reading intervention teachers work in partnership with classroom teachers, principals, and the District’s TOSAs to build intervention schedules. For the 2022-23 school year, FVSD intends to expand the reach of intervention supports to provide additional staffing that will be dedicated to supporting intervention across all elementary grade levels. At the middle school level, FVSD will also be doubling the number of academic intervention sections at all three school sites to expand access to students struggling with ELA and Mathematics. For the 2022-23 school year, FVSD is expanding opportunities in the area of foreign languages. Finally, FVSD continues to dedicate resources through the LCAP to procure instructional materials to support the expansion of robotics programs at both the elementary and middle school levels."	Met		6/23/2022	2022
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 elective, 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, PE, art, world languages, and other areas."	"In order to better measure students’ access to a broad course of study, including low-income, English learners, and Foster Youth student groups along with 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."	Met		6/15/2022	2022
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/Health. 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.	Met		6/28/2022	2022
51713810000000	Franklin Elementary	7	"Students at Franklin School are enrolled in a broad course of study as verified by class schedules and our student information system.  A full time P.E. teacher 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 teacher provides 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 hour early.  The staff uses Wednesdays to collaborate about student achievement or areas needing improvement.  WIN (Whatever I need) time was created to provide intervention and extension activities for ALL students."	"Franklin Elementary School District consists of a single school, Franklin Elementary.  Our transitional kindergarteners share a classroom with our kindergartners (2 classes total).  There are two classes each for grades 1-8 for a total of 16 classes.  All students at Franklin School have access to and are enrolled in a broad course of study.  A review of the daily schedules for each grade level is done to confirm that all students are enrolled in, ELA, Mathematics, Social Studies, Science, Physical Education/Health, and Visual and Performing Arts.  An art teacher provides 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.  The district actively seeks options for Foreign Language instruction for our 7th/8th grade students.  The district also has limited Career Tech opportunities for students.  This is due to lack of access due in part to our small size and availability of programs through Sutter County Superintendent of Schools (SCSOS).	"We continuously work to ensure the courses offered are accessible to all students , especially students with special needs and those who are English learners.  Franklin School is investigating Career Tech opportunities through Sutter County Superintendent of Schools (SCSOS).  The Jr. High team currently has a long term sub working with students on a foreign language class during WIN time and we are continuing to seek options for Foreign Language instruction for our 7th/8th grade students."	Met		6/22/2022	2022
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 including music, band, arts, STEAM lab and computer science. Electives are also offered at the K-8 schools for students in grades 7-8. Elementary PK-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. For students who did not want to return to in–person learning, the Independent Study Program provided online learning opportunities for students in grades K-8 during the 2021-22 school year."	"All school sites offer core subjects including Physical Education. Students with special needs are offered the same opportunities as general education students including electives. FMSD provides the same core curricula to special day classes and professional development to support teachers to ensure access for all students. 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 a co-teaching inclusion model in grades K-3; Meadows and Kennedy offer full inclusion in one TK and Kinder class and Lairon offers full inclusion in grades 4-5. Four schools, Dahl, Santee, McKinley and Los Arboles provide teachers with extensive professional development with the Sobrato Foundation’s SEAL collaborative to support oral language development for English Learners."	"Students returned to in-person instruction in August 2021 and up to 220 students participated in the Independent Study Program engaging in online learning due to COVID safety concerns from families. For the students in ISP it was challenging to participate in Physical Education and many students disengaged from instruction. We reached out to families through email, phone calls in multiple languages and home visits in an effort to re-engage families and re-enroll them in site based instruction when coursework was not being completed or attendance was inconsistent."	"With the return to in person learning in 2021-22, the instructional minutes increased allowing for more time for instruction. Middle school students were provided 6 or 7 periods of instruction. Elementary students continued to receive all core subject areas and teachers continued to use Social Studies and Science themes and provide all core subjects during the day. During the 2021-22 school year, 50 teachers piloted K-6 NGSS aligned science curriculum, early learning PK and Transitional Kindergarten curriculum and middle school social studies curricula. We resumed the district writing assessments for the 2021-22 school year. The district also launched an Ethnic Studies Committee for the 2021-22 school year. The next step will be to develop modules and lessons to integrate into instruction and to increase the multilingual and concentration of multicultural books provided in school and classroom libraries. A cohort of schools participated in professional development to incorporate MTSS into their programs. Next year, additional schools will join this initiative. Principals engaged in classroom observations to document how ELA time was being used and started planning for a shift to implementing structured literacy to build the capacity of teachers to provide fundamental reading and writing instruction. On January 31, 2022 a district-wide professional development day provided teachers with workshops focused on topics such as trauma informed practices, NGSS science standards, foun"	Met		6/14/2022	2022
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 for graduation as outlined in California Education Code. The course catalog includes courses for designated English Learners and Students with Disabilities.  Graduation rates, meeting college readiness requirements in English Language Arts and Mathematics, completion of Career Technical Education pathways, enrollment in immersion programs, meeting A-G requirements, Triennial Assessment completion rates, along with the CA Data Dashboard, inform the development of LCAP and our monitoring of LCFF Priority 7."	FUSD has identified the following measures to assess the broad course of study available to students: 1. FUSD’s graduation rates (2020-21 Four-Year Adjusted Cohort Graduation Rate): 92.3% 2. % of students meeting college readiness requirements in English language arts (ELA) and mathematics (of those with valid scores: Performance Level 4 on Grade 11 2021 SBAC): 64.0% in ELA; 57.5 in mathematics 3. % of Class of 2021 students who completed at least one CTE pathway: 13.2% 4. # of students enrolled in Immersion programs (2021-22): 910 5. % of Class of 2021 students meeting A-G requirements: 57.6% 6. Triennial Assessment Completion Rate (2021-22): 99.98%	"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 concern from parents/guardians in community engagement meetings is the limitations of elective choices and access to higher level courses. The primary limitation on the availability of electives is the conflict of a four- or six-period schedule in which elective choices must be balanced with core content courses. Students with Disabilities also often are challenged accessing elective courses because their schedules are limited in space due to the courses required in their IEPs."	"To address parent/guardian concerns, FUSD will continue to review our policies regarding course availability."	Met		6/29/2022	2022
43694680000000	Fremont Union High	7	"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."	"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 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 six dual credit courses/pathways to campuses: Statway (math), Kinesiology, Child Development, Health Pathways, Accounting and Law. Additional community college courses have been held on FUHSD campuses for students to take after school through high school concurrent enrollment, many in two course sequences: Intro to Programming in Python; International Marketing, International Business Management; Creative Minds; Race, Ethnicity and Inequality; General Psychology and Introduction to Social Psychology. FUHSD and Foothill College will launch the first CTE Early College cohort at Fremont High School, in support of students who are traditionally underrepresented in post-secondary programs, for the 2022-23 school year."	"Various groups including Principals, the Teaching and Learning Department, Curriculum and Guidance Council, and School 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."	Met		6/23/2022	2022
12628286116289	Freshwater Charter Middle	7	"All students at Freshwater Charter Middle School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time. IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, 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 7-8.	"Freshwater Charter Middle School will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study."	Met		6/21/2022	2022
12628280000000	Freshwater Elementary	7	"All students at Freshwater School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time. IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, and visual and performing arts."	"100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code. Unduplicated students including LI, ELs and students with special needs also have access to a broad course of study. Since the inception of LCFF, the district has ensured all students have access to a broad course of study. There has never been any identified group who has not been offered the full range of courses appropriate for their grade."	"100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code. Unduplicated students including LI, ELs and students with special needs also have access to a broad course of study. Since the inception of LCFF, the district has ensured all students have access to a broad course of study. There has never been any identified group who has not been offered the full range of courses appropriate for their grade."	"The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study."	Met		6/21/2022	2022
10101080000000	Fresno County Office of Education	7	"The LEA utilizes a master schedule within the student information system that describes the courses of study and informs the LEA of the extent to which all students have access to a broad course of study. A review of student enrollment and course data, including unduplicated student groups and individuals with exceptional needs, demonstrates that students have access to a broad course of study. Students receive orientation and credit analysis, ensuring their enrollment in all available courses as appropriate. The LEA provides one-to-one laptops at all school sites for student access to online curriculum and resources for enhanced learning."	"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 located at the Juvenile Justice Campus with enrollment of approximately 110 pupils, offers career technical education (CTE) and regional occupation courses (ROP) courses to include Welding and Environmental Horticulture Science. The CTE coursework offers industry-recognized certifications and college/career readiness opportunities. Cyber High, an online individualized learning program, provides the LEA flexibility in offering specific coursework as needed for students as identified by the guidance learning specialists. In addition, FCSS offers dual-enrollment opportunities for eligible students in partnership with the State Center Community College District at school sites, and college enrollment opportunities are provided for graduates."	"Declining enrollment due to alternatives to incarceration have contributed to barriers in providing CTE and ROP instructors based at each site, resulting in less in-person CTE and ROP opportunities to students at all sites. In addition, the fluidity of the length of student enrollment within a court and community school setting remains to be a constant contributor to low CTE and ROP pathway completion rates."	"The LEA will continue to provide all students with a broad course of study with CTE and ROP opportunities. The LEA will continue to provide students with opportunities to earn industry-based certifications, soft skills and resume development/enhancement, career awareness and planning, and post-secondary opportunities. The LEA will explore how we can provide CTE and ROP opportunities to all students at all sites, which may include online resources."	Met		6/16/2022	2022
10621660000000	Fresno Unified	7	"Fresno Unified School District 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, all 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. This centralized criteria of grades, National, State and Local assessments, creates 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 in it 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 courses. In this case, the 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, as well."	"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. Regarding 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. 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 Coursework and Career Technical Education Coordinators 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.  The College and Career Readiness Office hired a school counselor on special assignment to focus on supporting the expansion of Dual Enrollment opportunities and FUSD is piloting a Dual Enrollment program through an HBCU targeting African American students. FUSD has also increased access to Advanced Placement courses by subsidizing test fees and offering a wider variety of college-level classes. FUSD has an open access policy for AP 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 Extended Learning Office now offers a Winter Session (between Semester 1 and 2) and extended Summer School offerings, as well."	Met		6/15/2022	2022
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. For the 2021-22 school year, the District continued to monitor the most current  information on health and safety precautions in response to the COVID-19 pandemic and updated its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study."	"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, Yearbook, and Health Sciences. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives.  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. Students in grades Transitional Kindergarten (TK) through 3rd grade received P.E. instruction from their classroom teacher. Students in grades 4 and 5 received P.E. instruction from a P.E. teacher.   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."	"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."	"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 2022-23 school year include English Language Development, math instruction, and using student data to provide instructional support to students. 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."	Met		6/22/2022	2022
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 prepare them for college and careers, regardless of what school they attend or where they live within the District.  The District hires the most qualified staff to ensure excellent instruction and eliminates teacher misassignment.  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 school has counselor and psychologist support and a reading teacher/specialist to provide a multi-tiered system of support for all students.  Each 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 Physical Education Course before school to allow students flexibility in their schedule, especially students with designated programs such as ELD or RSP."	One barrier the District addressed was the challenge for students to enroll in elective courses while receiving RSP or ELD services due to the restrictions of the master schedule.	"Fruitvale Junior High School implemented a Zero Period before school and a tenth period after school Physical Education Course before school to allow students flexibility in their schedule, especially students with designated programs such as ELD or RSP. This also allows students take additional courses they desire."	Met		6/16/2022	2022
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."	Met		6/15/2022	2022
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 the 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 opportunities for enrichment and interventions. Students needing intensive intervention at each school have access to ELA and/or math Response to Interventionteachers. Additionally, students in need of additional support have opportunities to attend the Summer Learning Academy.  Fullerton School District provides learning experiences beyond the core content areas.  First, the district provides each student with access to technology devices, which creates opportunities to build 21st century skills.  Second, the arts is another strong element of instruction. Every elementary classroom is provided with instruction in all arts domains. Fullerton School District is committed to creating space for career exploration. The PATHFinder initiative empowers schools to use student survey data to identify their strengths and their interests, which then drives the programs saat the site. Schools provide experiences in various fields within the school campus and through field trips.  Students in 7th and 8th grades are also eligible to participate in the Middle College program, where they can enroll in high-interest courses at a local college while also earning college credit.  Building literacy in multiple languages is a third touchstone. Two elementary sites have Spanish dual language immersion programs that span from transitional kindergarten through 5th grade. In addition, Korean dual language immersion was recently added at another school."	"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.	Met		5/10/2022	2022
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 the 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. An additional barrier has been retaining 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 ten teachers on special assignment (TOSA) across subject areas to, among other related goals, increase the speed at which EL acquire English so that they may be redesignated as fluent English proficient and be mainstreamed in their classes as soon as possible."	Met		6/21/2022	2022
50757390131185	Fusion Charter	7	"Fusion uses an analysis of transcripts for incoming students to make sure that each student is assigned to the course of study that best meets each student’s needs.  For example, entering foster youth in Grades 11 and 12 are enrolled in only core academic courses required for high school graduation based on their eligibility under AB 167 for a reduction to the 130 credits necessary for graduation under California Education Code.  For students who are eligible, our counselor works with the student and the Educational Rights Holder to determine if the reduction in credits is in the student’s best interests in receiving a high school diploma and continuing to post-secondary study or if a fifth year of high school would better meet individual needs.   All students have access to a broad course of study through the extensive library of Edmentum courses and the Summit Learning curriculum.  All students have access to timely nonfiction reading, vocabulary and writing curriculum through the Newsela platform. The Special education teacher works closely with students and general education teachers to accommodate or modify the course assignments so that all students have access and can achieve mastery."	"Fusion is a single school LEA. All students are enrolled in a broad course of study with core curriculum provided by a site license with Edmentum for online curriculum, a site license for Newsela reading engagement content and Social Emotional learning library, and a full core curriculum platform provided by Summit Learning Program, currently used in Grades 7-8. Students in Grades 11 and 12 also have access to concurrent enrollment in local community colleges, based on student interest. The resource specialist supports students with exceptional needs to provide services required by their IEPs in meeting graduation standards"	Barriers to access the curriculum include lack of computer and/or internet access at home and lack of transportation to get to Fusion for support from credentialed teachers and teacher assistants.  Barriers to college preparatory coursework include credit deficiency and needs for intervention to address gaps in learning in prior grades.	Fusion had previously implemented a Chromebook and wireless Hotspot lending procedure for students to take home devices.  Fusion has discontinued the use of the hotspots and has replaced them with data enabled chromebooks for home use. Fusion has changed its schedule structure to include more student sessions and late afternoon sessions in order to accommodate families’ transportation needs. The local city bus is free with a student ID.  Fusion provides free student ID’s and student ID replacements.	Not Met		11/18/2022	2022
34765050101832	Futures High	7	"Futures provides access to the broad course of study for all students. Futures uses a systematic approach, including multiple local measures to ensure that students are placed in appropriate courses that satisfy graduation and college and career preparation requirements.  This year, Futures implemented a new assessment diagnostic tool, iReady.  The assessments are used as a tool 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 appropriate and rigorous coursework.  Honors and AP courses are open to all students, and in-class support is given to underperforming or struggling students.   The 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."	"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.	Futures will continue to expand course selections for the students as appropriate and as the budget allows. The school will continue to evaluate and explore local measures to help students access the broad course of studies.	Met		6/22/2022	2022
19647330108886	Gabriella Charter	7	"The LEA tracks student performance in our charter's adopted broad course of study - which includes the content areas of English language arts, mathematics, science, history, visual and performing arts, physical education, health, and technology. All students participate in the coursework that is designed to be a broad course of study and is identified in our charter."	All students at our charter school have access to and are enrolled in a broad course of study as identified by our charter.	"GCS has not currently identified barriers to overall course access in a broad course of study for all students. However, we continue to examine ways in which significant student subgroups (e.g., English learners and students with disabilities) can gain greater proficiency in performance, and how we design instructional supports to increase student success for all students regardless of challenge."	"GCS will continue to implement our charter for our K-8 students which ensures access to a broad course of study for all students, and will continue to examine ways in which we can continue to support student subgroup proficiency in all subjects."	Met		6/21/2022	2022
19647330135509	Gabriella Charter 2	7	"The LEA tracks student performance in our charter's adopted broad course of study - which includes the content areas of English language arts, mathematics, science, history, visual and performing arts, physical education, health, and technology. All students participate in the coursework that is designed to be a broad course of study and is identified in our charter."	All students at our charter school have access to and are enrolled in a broad course of study as identified by our charter.	"GCS 2 has not currently identified barriers to overall course access in a broad course of study for all students. However, we continue to examine ways in which significant student subgroups (e.g., English learners and students with disabilities) can gain greater proficiency in performance, and how we design instructional supports to increase student success for all students regardless of challenge."	"GCS 2 will continue to implement our charter for our K-6 students which ensures access to a broad course of study for all students, and will continue to examine ways in which we can continue to support student subgroup proficiency in all subjects."	Met		6/21/2022	2022
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. Synergy reports can then demonstrate access and participation in a broad course of studies for each of our schools. The district uses enrollment reports to identify areas of disproportionality in course access in the area of mathematics. The extent to which Foster/Homeless students have access needs further investigation.	"For the 2021 - 2022 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 1 – 8 were enrolled in a broad course of studies. All elementary schools offered access in the areas identified as a broad course of studies for grades 1-8. Elementary students had access to additional courses, such as visual and performing arts as well as all secondary students (grades 7 -8) had access to a broad course of studies within their school offerings which included AVID, choir, band, piano lab, technology and after school plays."	"GJUESD continues to provide music exploration for all K-6 students. However, students who participate in band or choir often miss part of the core instruction due to the program taking place during school hours and limits to that site schedules allow. Students not yet at performing at grade-level are not always provided with such access. Over time, GJUESD has increased the number of options students have in selecting specific courses that meet the broad course of studies parameters while continuing to find courses to better prepare middle school students to meet all high school requirements."	"Middle school students, grades 7 -8, have access to limited career and technical education activities mostly due to the limits that credential requirements place on secondary offerings. Further exploration in this area is needed. 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."	Met		6/22/2022	2022
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 to meet 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."	"In 2020-21, 82% of our seniors graduated, a 10% decrease from the prior year. These percentages are lower for students with disabilities (64%), socioeconomically disadvantaged students (77%), and English learners (60%). 92% of students graduated from Liberty Ranch High, while 83% graduated from Galt High and 29% from Estrellita. There were no significant differences among students with disabilities or English learners between the two comprehensive high schools. There was a large difference in the graduation rate for low-income students between Galt High (81%) and Liberty Ranch (89%). 47% of students in the district met the UC/CSU A-G requirements, while 0% of English learners, 17% of students with disabilities, and 39% of low-income students met these requirements. At Galt High, 41% of students overall, 34% of low-income students, 0% of English learners, and 22% of students with disabilities are meeting the A-G requirements. At Liberty Ranch, 53% of students overall, 44% of low-income students, 0% of English learners, and 12% of students with disabilities met the requirements. Districtwide, while 18% of students are taking AP courses, only 5% of English learners, 2% of students with disabilities, and 11% of low-income students are doing the same. This shows a decrease in participation in AP courses from the previous year. 73% of students are in a CTE pathway, with 63% of English learners, 86% of students with disabilities, and 65% of low-income students doing the same."	"These results indicate that distance learning and the pandemic continues to have a negative impact on the ability of students to access and complete the full range of courses we offer, including A-G and AP courses. Fortunately, participation in our CTE pathways continues to increase. Based upon the metrics, student grades, and input from with counselors, teachers, and administrators, the most significant barrier that keeps students from accessing A-G and AP 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."	"In the coming school year, the district is focusing efforts toward improving instructional practices and providing more supports and interventions for students who are struggling. Also, the District is again offering summer school 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 off"	Met		6/9/2022	2022
30665220000000	Garden Grove Unified	7	"GGUSD's priority is 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 LCAP.  Process measures include: 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, Break Through Success Community (BTSC) for 9th grade students a-g completion track, 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 can monitor student placement based on the matrix with actual placement patterns.  Using our student information system, course audit are used to review the number of sections and number of students enrolled in all courses."	"GGUSD District Goal Three focuses on the importance of college/career readiness and success.  Starting in elementary school, students are provided 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: 83.8% (2016); 82.7% (2017); 83.0% (2018); 84.5% (2019); 84.3% (2020); 83.6% (2021) Orange County: 91.0% (2016); 88.8% (2017); 89.2% (2018); 89.7% (2019); 90.4% (2020); 90.8% (2021) GGUSD: 92.2% (2016); 91.7% (2017); 90.4% (2018); 92.7% (2019); 94.0% (2020); 92.9% (2021) *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 engages 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 can identify areas that require 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 can use course identifiers to track and determine which students have completed a broad course of study, including a-g subject completion, AP course enrollment, and career pathways as indicators of college/career readiness. Secondary counselors host grade level assemblies to provide an overview of the process and opportunity to enroll in a broad course of study. GGUSD offers a broad course of study, articulated with post-secondary systems. We are aligned with state and national trends on course offerings, based on research and labor indicators."	"Through our yearly monitoring and course audit processes, we can determine the areas in which we are making growth in closing the achievement gap.  In addition, we can 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 and qualitative data  is collected from the annual Strategic Plan Survey administered to all stakeholders."	Not Met		9/20/2022	2022
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, dramatic arts and outdoor education."	100% of Garfield students have access to a broad course of study.	There are no barriers preventing Garfield School District from providing a broad course of study for all students.	N/A	Met		6/23/2022	2022
19645500000000	Garvey Elementary	7	"Garvey School District uses the following local measures to assess the extent to which all students, including English Learners, low-income students, foster students, and students with disabilities, have access to and enrolled in a broad course of study.  ? Course Offerings (for TK-6 and Grades 7-8) Course offerings are reviewed to assess the extent to which the required core subjects for each grade span are offered by all district schools. ? Class Daily Schedules (for TK-6)  Class Daily Schedules for TK-6 schools are reviewed to assess the extent to which the required core subjects are provided to all students, including the unduplicated students and students with exceptional needs in SDC and RSP settings.  ? Master Schedules & Student Class Schedule (for Grades 7-8) Master Schedules and individual Student Class Schedules for Grades 7-8 schools are reviewed to assess the extent to which the required core subjects are provided to all students, including the unduplicated students and students with exceptional needs in SDC and RSP settings."	"Grades 1-6 ? All required courses are provided by all district elementary schools for all grades 1-6 students, including English learners, low-income students, foster students, and students with disabilities. The courses include: ? English  ? Math ? Social Science ? Science  ? Visual and Performing Arts ? Health ? Physical Education Grades 7-8 ? All required courses are provided by the District intermediate schools with the exception of Foreign Language.  ? All Grades 7-8 students, including English learners, low-income students, foster students, and students with disabilities in SDC and RSP settings, have access to the currently adopted courses which include:   ? English  ? Math ? Social Science ? Science  ? Visual and Performing Arts ? Physical Education ? Career Technical Education & Applied Arts (Course Title: 21st Century Learning)"	"All required courses are provided by all district schools for all students, with the exception of foreign language in Grades 7-8."	Foreign Language will be added to the Course Offerings in Grades 7-8 as an extension to the Dual Language program offered in elementary schools.	Met		6/30/2022	2022
33103300139428	Garvey/Allen Visual & Performing Arts Academy for STEM	7	"Garvey/Allen Academy offers an Advisory period, tutoring block, and elective classes. 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 Conservatory classes:  art, music, dance, coding, and social media."	"Garvey/Allen Academy has provided all students with high-quality instruction and a rigorous State Standards aligned curriculum in a research-based environment that provides relevant learning experiences 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."	"Garvey/Allen Academy 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, Garvey/Allen Academy 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. Garvey/Allen Academy has added technology to increase the home to school connection. Garvey/Allen Academy 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."	Met		6/30/2022	2022
33103300128777	Gateway College and Career Academy	7	"GCCA is utilizing student educational plans and transcripts to track access and enrollment in a broad course of study. All GCCA students are required to take the same set of graduation required courses, but have multiple options for satisfying the requirements. Students may take high school level courses, community college courses through our dual enrollment program, and can take courses through an online credit recovery system."	"All GCCA students have access to and enroll in a broad course of study. Students with exceptional needs and EL students can fully access the curriculum with the help of additional courses, supplemental instruction, and widely available academic support services."	The are no currently identified barriers to providing broad access for all students.	"No revisions, decisions, or new actions have been identified as necessary at the time."	Met		6/30/2022	2022
38684783830437	Gateway High	7	"All students at Gateway have the same course requirements to complete our program and receive a diploma.  There is no differential access to a broad course of study at Gateway and there is no tracking or differentiated expectations.  Course requirements include the following:  English:     4 years  Social Science:     4 years, including 2 years of world cultures, 1 year of US history, 1 year of Civics/Econ Sciences:     Students take at least 3 years of science, including chemistry and biology World Language:     Students take 3 consecutive years of a language, though successful completion of Spanish 3 or the equivalent Visual and Performing Arts:     Students take at least 2 years of art Other Electives:     Students take at least 2 years of other electives and Project Week 9th Grade Seminar:     Students take 1 year of 9th Grade Seminar, which includes health education College Counseling:     Students take 1 year of college counseling Physical Education:     Students must complete 2 years of physical education or the equivalent Community Service:     Students must complete at least 25 hours of community service for each year in attendance at Gateway"	"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.    Each student is assigned an advisor who helps the student and his/her family make course decisions annually.  Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students register for courses that move them towards meeting our broad course requirements.    In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and supports as needed.  We use student achievement data based on classroom, and standardized assessments to analyze and understand   In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and supports as needed.  We use student achievement data based on classroom, and standardized assessments to analyze and understand achievement.  Our standards-based grading approach means teachers, students and families have consistent information about how students are accessing and mastering content in their courses."	"By virtue of Gateway’s course requirements and strong systems of support in place, all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas."	"We plan to continue our course requirements and implement continuous improvement of our systems of support, which have ensured that all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas."	Met		5/18/2022	2022
34674470128124	Gateway International	7	"All students at GIS participate in the International Baccalaureate Program which is a program that prepares students for college and Career Readiness.  IB, PLTW, and GLAD teach students the necessary skills to be competent, life long learners.  All students at GIS had their basic educational needs met including supervision, textbooks, facilities, technology, and instruction to be successful in these programs.  GIS continues to train teachers in IB every year increasing teachers' capacity in IB so they are all highly-qualified and meet state requirements. The IB program requires that students have a well-rounded education with exposure to world language instruction, visual and performing arts, and technology. GIS provided Russian and Spanish language instruction and art or music for all students. There is adequate supervision at all points on campus, every time of the day.  We are going to train all new teachers in GLAD next school year to support our English learners.  We will also continue supporting teachers with ELD standards."	There are no differences for student groups regarding access to programs at GIS. All students participate in the full program with appropriate supports based on their individual needs.	"GIS considered the needs of students, whole school and subgroups, by looking at local assessment data. The needs of all at-risk students including, foster youth, English learners, and low-income students were considered when creating plan goals and actions. We garnered input from families, students, and teachers who know the student needs best. We then created a plan and services that address these needs in response to their feedback. The addition of the full time counselor was very beneficial to the site considering the intense social emotional support needed for students and staff after the pandemic. GIS also saw a significant increase in student academic achievement for Reading and Math based on the local assessment results from iReady. The subgroups all grew at a greater rate than school wide rate."	GIS will continue to support students with intervention and individualized instruction to provide them access to the core curriculum.  We are increasing the number of ours our extended program staff works to support students during the day and learn from certificated teachers how each grade level works with students during the day.  We are also adding additional 4 para-educators for our extended day program to support more students after-school instead of limiting the number of students for each grade level.	Met		6/22/2022	2022
38684780123265	Gateway Middle	7	"All students at Gateway have the same course requirements to complete our program and to be promoted to high school.  There is no differential access to a broad course of study at Gateway and there is no tracking or differentiated expectations.  Course requirements include the following:  English:     Students take English all three years of middle school, with two years focused on world literature and one year focused on US literature. Social Studies:     Students take social studies all three years of middle school, with two years focused on world history and culture and one year focused on US history and culture. Math:     Students take math all three years of middle school, with extended blocks time on the subject each year. Science:     Students take science all three years of middle school Physical and Health Education:     Students take physical and health education in all three years of middle school Visual and Performing Arts:     Students take art in at least two years of middle school World Language:      Students have the opportunity to take Spanish in two years of middle school"	"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.    Each student is assigned an advisor who helps the student and his/her family make course decisions annually.  Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students register for courses that move them towards meeting our broad course requirements.    In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and supports as needed.  We use student achievement data based on classroom, and standardized assessments to analyze and understand achievement.  Our standards-based grading approach means teachers, students and families have consistent information about how students are accessing and mastering content in their courses."	"By virtue of Gateway’s course requirements and strong systems of support in place, all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas."	"We plan to continue our course requirements and implement continuous improvement of our systems of support, which have ensured that all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas."	Met		5/18/2022	2022
45752670000000	Gateway Unified	7	"Gateway Unified School District uses the student information system (SIS) AERIES to track and measure student access to a broad course of study. All students in grades TK-5 are enrolled in all course offerings. Students in grades 6-8 are enrolled in all course offerings and are provided choices for electives. Students in grades 9-12 meet individually with a counselor and develop an academic plan for high school, college and career. Student access to a broad course of study is emphasized and communicated during these meetings. Middle school and high school master schedules are also used to measure accessibility to courses. Master scheduled are submitted in advance of the school year and reviewed by the district office. Graduation requirements and student completion of A-G requirements are other metrics used and analyzed to measure access to a broad course of study. Northwest Evaluation Association (NWEA) assessments in reading and math are disaggregated by subgroups in an effort to identify barriers preventing student success. This data is used to help identify students that require academic interventions."	"In summarizing student data in regards to accessing a broad course of study, English Learners (EL) and Native Americans identified in the Indian Education Program both have lower enrollment in high school AP courses. This is also the case for the student population identified with Special Needs. The number of students at the high school identified as EL and Indian Education is a low number in relationship to the entire school population which makes it problematic to have consistent reliable data. Counselors are aware of the concerns for these subgroups and monitor individual student plans. Academic progress of the Special Needs student subgroup is currently being reviewed in the district PreK-12."	"The primary barriers preventing some student groups from having a greater participation in AP courses and higher level Math & Science courses stems as a result of basic skills in reading and math not having been mastered in grade school. Depending on individual student outcomes, some identified barriers can be attributed to attendance concerns, mobility issues, school readiness skills and identified learning disabilities."	Gateway offers multi-tiered system of supports (MTSS) at each of the schools. Site Intervention Leadership Teams continues to evaluate the success of intervention strategies and opportunities provided at each school for each at-risk student and student group. The district continues to dedicate resources to improve MTSS.	Met		6/30/2021	2022
47703180000000	Gazelle Union Elementary	7	The measure the LEA is using to track the extent to which all students have access to and are enrolled in a broad course of study is  administrative report.	The LEA offers a broad course of study to all students.	"Given our rural nature and small staff size, the barriers preventing the LEA from expanding and improving broad course of study include lack of trained staff and resources, especially in the area of physical education and world languages."	The LEA will continue to explore options to offer expanded world language and physical education instruction.	Met		6/13/2022	2022
33670586031959	George Washington Charter	7	All students attending WCS have access to and are enrolled in a broad course of study.  With a return to in-person instruction in August 2021 WCS resumed many programs and activities as the school year progressed. TK-5 students receive instruction and services in the least restrictive environment.	"The beginning of the 2021-22 was welcomed by parents, students and staff. Returning to in-person instruction was beneficial on multiple fronts. The school and families no longer faced the challenge of connectivity issues, lack or working devices, students needing to learn in multiple location. With in-person instruction WCS could ensure that every child was enrolled in and offered a broad course of study."	There are no identified barriers and challenges in accessing a board course of study at the school site. With COVID still prevalent and attendance rates varying widely throughout the school year there were times when it was more difficult to instruct students due to them remaining at home for extended periods of time. WCS outreached to families in multiple ways during the school year. When feasible short term independent study was used.	SEL emphasis to keep students engaged and provide support as needed  Purchase new technology for students and staff Assist families when students were unable to attend school Robust summer school program in June 2022 Flexibility with regard to sending home devices during the school year	Met		6/22/2022	2022
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 and science curriculum for grades 6-8 and the SPARK PE curriculum for all grades. In addition, the District purchased the Arts Attack curriculum to enhance VAPA schoolwide. 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 dual-language immersion. Barriers included personnel capacity, resources and time."	"The District will be forming a Dual-language immersion committee during the 22-23 school year to explore the option of starting a DI strand during the 23-24 school year. The District has also purchased Arts Attack to offer 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."	Not Met		10/17/2022	2022
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 2022-2023 school year we will continue to provide students a broad course of study and will not be making any revisions, decisions or new actions based on these results."	Met		6/22/2022	2022
43694840123760	Gilroy Prep (a Navigator School)	7	"We use a locally developed rubric to ensure that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Support office team members as well as school administrators review this rubric quarterly to ensure that all state adopted standards are being addressed. Data is one of Navigator's five compass points showing its importance to the organization and the staff. Coaches go over individual student data weekly in the coaching / feedback meetings, monthly at grade level data meetings, and teachers are reviewing the data daily to recalibrate a lesson if needed. Data is used to create homogeneous small groups, and to determine placement in intervention academies. Data is reviewed by subgroup to ensure Navigator is continuing to reduce or eliminate the achievement gap for traditionally underserved and vulnerable populations."	"The educational model at Navigator is created to ensure all students have access to a broad course of study and spend an equal amount of time in ELA and math. They also have PE, History / Social Studies, Science, and a variety of enrichment programs including performing arts throughout the week."	"Navigator's programs ensure access to a variety of programs throughout the week in which students participate in numerous academic and enrichment activities. Due to a lack of space on our current campuses, additional extra-curricular activities are limited."	"Navigator will continue to work with the parents to prioritize the areas of importance for staff and families and utilize the LCAP to ensure the course of study and budget align. For 2022-23, Navigator will be implementing Illustrative Math in an effort to improve math outcomes."	Met		6/29/2022	2022
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 adopted textbook 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 four of the eight elementary schools emphasizes the inclusion of science and social studies units at the K-3 level. At the non-SEAL sites, teachers are receiving training to implement the GLAD (Guided Language Acquisition Design) model that uses a thematic approach integrating science and social studies standards."	"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 address the need for additional intervention as well as enrichment for all students.  The District provides access to the Visual and Performing Arts (VAPA) standards at grades 2nd-5th. All 2nd graders receive a weekly music class which focuses on specific VAPA standards for 2nd grade.  All 4th and 5th graders receive weekly instruction in Arts Enrichment.  The Arts Enrichment themes are the following:  Performing Arts, Visual Arts and Music.   For 5th grade students, an Exploratory Band is offered weekly to students on a voluntary basis.  Afterschool VAPA enrichment is offered to 3rd grade students. Enrichment includes arts, music and/or performance arts which are tied to VAPA standards for their grade level. Recreational fitness classes are also offered to third graders.  At the middle school levels (6th-8th), choir and band are offered to all students that want to partake in the course(s). The courses are aligned to the VAPA standards.  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."	Met		6/16/2022	2022
19647330133710	Girls Athletic Leadership School Los Angeles	7	"Beyond all the core subjects, students begin each day with Movement (physical education) and thus greatly exceed the amount of required Physical Education by the State of California. All GALS students also take a daily social emotional call called the GALS series, where they learn coping skills, how to express their feelings, healthy relationships and so much more.  Presently, all three grade levels (6-8) have a data driven, student centered master schedule."	"Presently, all three grade levels (6-8) have access to a board course of study."	"Presently, all three grade levels (6-8) have access to a board course of study."	"Presently, all three grade levels (6-8) have access to a board course of study."	Met		6/1/2022	2022
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 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/guardian meet regularly with the Advising Teacher to review progress & assessments & plan upcoming curriculum & pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum & learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses.  Glacier High purchases the appropriate curriculum & 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 forum & meeting place for independent study families to collaborate & exchange “best practices” with the guidance of credentialed, professional teachers & staff."	"Glacier High seeks to honor and recognize the unique gifts, skills, passions, and attributes of each student. Our personalized learning model is dedicated to developing individualized learning programs for each student with the intent to engage each student in the learning process in the most productive and meaningful way, and to optimize each student's learning potential and success.  Our efforts are focused to help all students make substantial progress in meeting the appropriate standards-aligned academic skills in every area of necessary study.  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 2022-23 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 2022-23."	Met		6/14/2022	2022
19645680000000	Glendale Unified	7	"GUSD tracks the extent to which all students, including English learners, students receiving free/reduced meals and/or foster/homeless support services, and students with exceptional needs have access to and are enrolled in a broad course of studies through ongoing monitoring review of District and school course offerings and schedules. Last year, with the increase to a seven period schedule for all secondary schools, all GUSD students in grades TK-12 had equal access to a broad course of study that helped prepare them to meet a-g requirements 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 an opportunity for students to enroll in a-g courses to fulfill the requirements and prerequisites for admission to CA public colleges/universities. Career Technical Education (CTE) 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. All CTE courses follow the CTE model curriculum standards and all of GUSD CTE pathway courses have been approved for a-g."	"For the 2021-22 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). GUSD instituted a new seven period, blocked schedule at all secondary schools starting with the 2021-22 school year. This affords students more opportunities to have access to a broad course of study. Students with disabilities continue to be provided access to courses of study based on their individually determined least restrictive environment. GATE differentiation and enrichment programs are offered within and outside the regular school day. All student groups, 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 and GUSD increased the number of elective courses and CTE courses due to the new seven period day schedule. Career Technical Education (CTE) programs have been developed to connect students to college, careers and life. The CTE program encompasses 12 Industry Sectors and 31 pathways, providing students a wide range of courses to explore career opportunities. A CTE pathway is a sequence of two or more CTE courses within a student’s career interest. All CTE courses support State and CTE Model Curriculum Standards (MCS) and 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 implemented block scheduling for secondary schools and the addition of a 7th period in order to increase options for course access for students. Prioritizing funding in future years will be the barrier needing to be addressed in order to maintain the seven period day."	"GUSD adopted ELA/ELD curriculum/pathways to support increased access to core instructional programs for all students, specifically English learners and the seven-period day provides access to intervention, enrichment, and acceleration options for all students within their school day. All secondary school administrators and counselors have access to training on master scheduling in order to best match students to the courses they need for graduation and a-g completion and in alignment with their interests and future goals. District personnel collaborate to ensure seamless support and allows school teams to monitor access to broad courses of study with individual student level and student group level data. In 2021-22, GUSD implemented new GATE identification procedures in which all 3rd grade students are assessed using a nationally recognized nonverbal assessment which ensures that English learners and students with special needs have greater access to the enrichment afforded within the GATE programs and services."	Met		6/14/2022	2022
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 2021 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 60.7% include: Asian students (77.4%%), Filipino students (81.3%%), White students (65.3%%) and Students of Two or More Races (92.3%). Groups with a significant number performing lower than the District's average level of 60.7% on the CCI include: Hispanic Students (49.4%), Socioeconomically Disadvantaged Students (46%), English Learners (16.7%), and Students with Disabilities (12.3%)."	These results indicate a few barriers for GUSD: for two years the COVID-19 pandemic that impacted schools 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 will continue to be provided during the 2022-2023 school year.  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,  course offerings, interim assessment data, and grade data are analyzed and improved or celebrated as relevant."	Met		6/22/2022	2022
11101160000000	Glenn County Office of Education	7	Our program is only for students who have special needs. Many of these students are on a certificate of completion track for graduation and not on diploma track. For the students who are on diploma track the program specialist and the school counselor at the hosting high school work closely to ensure all these students have access to a broad course of study.	"All students have access to the same broad course of study as the school they attend. The IEP team meets at least annually to determine the extent to which a student can attend and benefit classes. At Plaza Elementary, Mill St. Elementary, and Willows Intermediate School, students are included in the general education course of study to the maximum extent possible based on the needs of the students for those grade spans. At Willows High School, students in both regional programs have access to a broad course of study and their participation in this course of study is based on their individual needs."	"Based on our analysis, all students have the option to participate in a broad course of study to the maximum extent possible. The only barrier to attending these courses stem from the needs of the student based on their disability and their IEP plan"	"All student’s IEP documents will continue to be reviewed at least annually to determine the needs of the student, the extent to which they can participate in general education courses, and if the student needs to continue to attend a regionalized program."	Met		6/27/2022	2022
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, and health education."	"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.	Not Met		10/25/2022	2022
19647330129833	Global Education Academy 2	7	"The school ensures that all unduplicated student groups, individuals with exceptional needs have access and enrolled through a broad course of study. The LEA tracks monitors accuracy that all students have enrolled and have been provided with access to a broad course study. At the beginning of the year, student needs are identified and addressed to secure student success."	"All students are provided with access to all services to meet their 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 are held as needed with all involved constituents for close service monitoring and 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.	Not Met		10/25/2022	2022
54722560135863	Global Learning Charter	7	"GLC is an elementary school currently serving grades TK through 8th grade. Students are exposed to a broad course of study, including but not limited to English Language Arts (ELA), Mathematics, Science, History-Social Studies (HSS), 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 before-and-after school clubs (e.g., Bluegrass, art, yearbook, and more). These opportunities may be offered before, during, or after the school day. 7th-8th grade students are offered an elective during the regular school day. Currently, these options include Video News, coding, and leadership."	"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 variables. Extra-curricular and enrichment opportunities are offered before and 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 an after-school sport or club. Many students not in HEART are able to walk home, and therefore generally have the option to participate in before and after-school activities."	"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, clubs are held on different days of the week and offered both before and after-school."	"For the 2022-23 school year, the LEA has increased access to enrichment activities by offering opportunities both before and after school. In addition, the LEA increased the hours of the school’s library tech, so that students have access to the library before and after school, as well as during lunch recesses. The library offers not only reading opportunities but collaborative games and learning activities."	Met		6/28/2022	2022
19647330117978	Goethe International Charter	7	"Goethe International Charter School is a WASC-accredited tuition-free public school serving approximately 388 students in grades K-8 with the following demographics: 38% White, 26% Hispanic, 16% 2+ Races, 12% African-American, 6% Asian, 1% Filipino, 9% Students with Disabilities (SWD), 14% English Learners (EL), 1% Foster Youth (FY), and 28% Socioeconomically Disadvantaged (SED).  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: • Visual Art (4-8) • PS Art (TK-3) • Exploratory (Performing Arts (6-8) • Health Class (Gr 5) • Spanish (3-8) 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."	Met		6/23/2022	2022
09618790000000	Gold Oak Union Elementary	7	1. The Gold Oak Union School District is a small district made up of two schools. Our enrollment is approximately 280 students in grades TK-5 and 150 students in grade 6-8. Students are provided with a broad course of study that 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. Administrator observation and teacher lessons provide additional documentation of courses taught. All student groups can be tracked through our student information system.	"2. In the GOUSD students are provided with a broad course of study that 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. 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."	"3.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 as 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. To the extent to which we do have enrichment opportunities, all students are provided equal opportunities to participate."	"4. 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 to provide these experiences. With the school closures during the pandemic, many of the enrichment courses had to altered, but are returning as safe to do so."	Met		6/6/2022	2022
55724130112276	Gold Rush Home Study Charter	7	"Gold Rush elementary students are provided scaffolded in-person and/or independent study instruction through Board-approved Common Core curriculum in all core areas and Specials including Farm and Garden, Music, Art, Technology, and Mindfullness for on-campus students.   High School students access instruction through a combination of teacher instruction and APEX supplements.  Learning periods are used to track progress and attendance.  Specialized academic instruction is provided by Resource teachers for students with IEPs, and 504s provide necessary accommodations for students with disabilities."	"All students have access to a broad course of study.  The high school has begun partnering with a local college to provide college technology courses on campus and independent study. Dual enrollment in college classes is encouraged. Gold Rush has a reputation for being the best charter school in the area for providing a strong, comprehensive learning program."	"As an independent charter school, Gold Rush is limited in providing vocational training opportunities.  This is an area of interest and exploration."	"Gold Rush will continue to provide quality curriculum for students and professional development to support teachers in effective instructional strategies. This year we are focusing on student engagement, using the International Center for Leadership in Education (ICLE) tools and strategies. This is also a year to pilot a new math adoption."	Not Met		9/8/2022	2022
10621660140764	Golden Charter Academy	7	"100% of GCA students have access to a broad course of study each grade-level offers--core academic, enrichments and after-school programming. With the universal design for learning best practice, faculty use local phonics and phonemic awareness assessments to identify individual baseline and growth measures in the structured literacy approach GCA has adopted. Quarterly growth measures are garnered through NWEA assessment and the school's standards-based grading system. GCA measures participation in all programming and performance data in core subjects."	There are no differences across school sites due to GCA being a single independent LEA.	"All students have access to participate in core programming and enrichment programming. Over 92% of students attended in LP1. About 75% of students participate on average in the after-school program. Regarding barriers to core participation, our top 2 reported barriers to core participation are family access to stable and steady transportation and illness. Our students come from one of the most polluted areas in California so often minor health concerns are exacerabted with health issues like asthma."	"GCA is using quarterly data dives with school climate and academic data to drive responsive instruction in core and enrichment programming to ensure academic growth is advancing across all student groups. As trends emerge in the data, the school has the tools and partnerships to leverage support to meet students and families where they are in order to move them into appropriate levels of achievement."	Met		6/21/2022	2022
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 nine 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.  This year we expanded access to online math classes to younger grades, and in the coming year we will be expanding online options for high school math classes. In the coming year we are also expanding online math support opportunities and refining and expanding our tiered academic support strategies."	Met		6/9/2022	2022
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 in 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."	One barrier to ensure that all students have access to a broad course of study is that not all of our in-person classes have been 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."	Met		6/15/2022	2022
10752340000000	Golden Plains Unified	7	"Elementary Students enrolled in programs SEAL Classes TK-5: 659 Dual Immersion TK-4: 177 ERWC offered in 7-12:641  Tranquillity High School Courses: ROP/CTE: Agriculture and Natural Resources; Agri-science; System Diagnostics; Service and Repair. West Hills College/Dual Enrollment: 65 Electives: AP computers, 3D Art, Band, Mock Trial, Leadership, Spanish"	"The only real difference is that GPUSD provided a broad course of study with its Dual Immersion program offered at San Joaquin Elementary.  No other elementary school has a dual immersion course.  In all other regards, schools use the same curriculum and the same programs except for schools like Tranquilliy Elementary, San Joaquin Elementary and Helm Elementary which receive CSI funds.  They were able to employ programs such as Impact Teams and Early Literacy."	GPUSD was able to provide access to a broad course of study for all students.	GPUSD will implement the plan it has in place for a broad course of study.	Met		6/14/2022	2022
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 semester 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."	Met		5/16/2022	2022
34674470132399	Golden Valley Orchard	7	The school utilizes an advanced student information system to track assessments that are benchmarked and analyzed by subgroups. Using a Waldorf curriculum quires a unique approach tied to the California academic standards.	"The school has a Waldorf course of study which includes all Common Core Subjects, as well as practical arts, fine arts, drama, movement, 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."	"The school maintains an array of general education and special education staff who can ""push-in"" to classes and make sure all students have access to a broad course of study."	Met		6/8/2022	2022
34674470114983	Golden Valley River	7	The school utilizes an advanced student information system to track assessments that are benchmarked and analyzed by subgroups. Using a Waldorf curriculum quires a unique approach tied to the California academic standards.	"The school has a Waldorf course of study which includes all Common Core Subjects, as well as practical arts, fine arts, drama, movement, 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."	"The school maintains an array of general education and special education staff who can ""push-in"" to classes and make sure all students have access to a broad course of study."	Met		6/8/2022	2022
20755800000000	Golden Valley Unified	7	GVUSD is using student and parent surveys to determine courses available to our students.	"We monitor our course selection offerings annually and create course offerings based on student course requests. All students have access to our courses in AP, CTE and Dual enrollment."	Student Surveys indicate our 76% of our students find we have interesting programs available to them. For a small comprehensive high school we currently have 152 students enrolled in AP courses with 10 AP courses offered: We also have  435 enrolled in a designate CTE course and 99% of our students enrolled in UC/CSU Required Course Enrollment. Our Dual Enrollment Course offerings has grown and we currently offer 6 with 137 students enrolled.	We monitor our course selection offerings annually and create course offerings based on student course requests. These are done annually and will help us decide which programs and course offerings that GVUSD will offer.	Met		6/14/2022	2022
42691950000000	Goleta Union Elementary	7	"All GUSD elementary schools have master schedules for the school site and each classroom teacher identifies the instructional minutes for each core and supplemental area of instruction for all students, including recesses, and specialist courses.  In an effort to support equity across the district and to ensure all children have learning beyond the basics, all children participate in lessons in the arts, physical education, and have access to regularly learn in the library.  Children also participate in weekly lessons for social-emotional development."	"All students in GUSD have access to instruction in the arts, physical education, social-emotional education, integrated technology and critical thinking skill development, as well as core subjects such as English language arts, mathematics, science, social studies, and English language development (where applicable) as part of their regularly weekly routine."	All students have access to a broad course of study.  Teachers and staff work collaboratively to ensure that students who participate in additional intervention through general education intervention or through their individualized education plan do not miss essential learning or are denied access to their broad course of study.	"After the return from the pandemic, our school community invested deeply into ensuring that all students have access to a broad course of study.  This year it is important to us that we seek input from all participants regarding the quality of the programming and to also ensure that students schedules meet their needs regarding all areas of instruction so adjustments can be made where necessary."	Met		6/29/2022	2022
37683380119610	Gompers Preparatory Academy	7	"Gompers Preparatory Academy (GPA) uses the Master Schedule, listed in CALPADS, as our tool for identifying the extent to which all students have access to and are enrolled in a broad course of study. GPA ensures ALL students have access to, and the support necessary to succeed in, rigorous college preparatory coursework. GPA believes that all students should have access to a college curriculum and to the degree necessary be provided the scaffolds and supports to be successful in a high expectation environment.  In order to graduate from GPA, all students must complete a rigorous course of study, including at least one Advanced Placement (AP) course and completing the “A-G” coursework required for admission to the UC/CSU systems.  GPA measures the extent to which all pupils have attained the skills, knowledge, and attitudes that reflect the educational program goals of the school. Pupil attainment is evaluated by compiling comprehensive documentation for each student which includes standardized test results (e.g., PSAT, Advanced Placement Testing, SAT, ACT, CAASPP and ELPAC), Quarter Finals, written projects, samples of classroom work, quarterly grades, high school transcripts, teacher recommendations, and information on other pertinent school activities. Students share their learning publicly doing presentations of learning and exhibitions that combine research, analysis, critical thinking, speaking, reading and writing abilities."	"All students at Gompers Preparatory Academy have access to a platform that provides a wide variety of courses, including A-G courses and electives. All high school students are being provided with college awareness courses, for example, advanced and advanced placement courses. All GPA students take the A-G requirements, and must take at least one AP course in order to graduate.  GPA is grounded in the belief that all students who are provided access to rigorous college preparatory coursework with appropriate scaffolds in a personalized environment will result in a greater number of students graduating high school and eligible for admission and enrollment requirements for UC, California State University or equivalent four-year higher education institutions.    GPA believes that teaching students how to learn and how they learn best is as critically important, if not more, to their future as learning current content requirements.  In the same way, teaching students how to be positive citizens in a global society is as important, if not more, to their current success as school citizens.  Analysis of data is conducted in the area of reviewing grade distribution for each grade level including examination of “A-G” course-taking patterns, Quarter Final assessments, in-class assessments, AP courses and test taking patterns.  In addition, results from college applications, college acceptances, and college enrollment data is collected."	"Not all students entering GPA are adequately prepared from their previous schools to engage in the rigorous curriculum that has been implemented. Therefore, to identify and provide expanded learning opportunities to students identified as academically low achieving, GPA will closely monitor their academic progress as measured by quarter finals, standardized tests, teacher recommendations, samples of student work, and class grades.  While our students who are low achieving academically will continue to participate in the GPA's normal academic program, individual academic plans are developed to assure that they receive the additional support needed to succeed at GPA. Interventions include after school tutoring with classroom teachers, tutoring support provided in the Encore after school program, and, when necessary, private tutoring by GPA contracted supplemental educational services providers.  GPA offers a longer school day and longer school year than traditional schools to allow for more time on task. This arrangement is necessary to provide additional scaffolds that are required for some learners.  In addition, Counselors engage in bi-annual transcript analysis to ensure that students complete the A-G requirements needed to enter college.  The counselors and staff will track student enrollment in advanced and AP classes to measure student participation and success in these courses.  The counselor will ensure that the student is provided additional academic support."	"Over the two years during the pandemic, we have seen the need for added supports in academics and social/emotional learning. Data from the statewide assessments in spring of 2020 and spring of 2021 do not necessarily indicate accurate needs of students.  Using proficiency rates as our only measure of growth has proven to be a limited perspective on student achievement. You will find refinements in the areas of assessment tools and steps to achieve/timeline that represents our ongoing school improvement process and that we will use to address learning loss as a result of the challenges from the global pandemic.   As a college preparatory school with a mission of preparing all students to graduate high school and enter college, we are most proud of our progress in raising student achievement on many state-required standardized tests, as well as ongoing site based assessments. We are also proud of our efforts to prepare and support all students for the increased demands of college entrance exams and rigorous college preparatory coursework, including Advanced Placement courses. Our Average Daily Attendance, even through 20/21 with distance learning,  is one of the highest for high schools in San Diego and parent involvement is consistently high, especially given the social and financial challenges our families face in the surrounding low economic communities. We have consistently graduated 100% of our seniors since our first graduating class in 2012."	Not Met		9/20/2022	2022
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 to a coherent general education program throughout our School sites and to expanded services including Dual Immersion, Summer School, Before-School, After-school Tutorial, Winter & Spring Intercession, 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 IEPs 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.  Interventions before school, after school, Saturday Program, Summer school, and Winter & Spring Intercession are offered in an effort to 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."	"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 implementing AVID district-wide to ensure students are aware of the college opportunities and exposure in the early years."	Met		6/14/2022	2022
19645841996305	Gorman Learning Center	7	"GLC uses a Student Information System in order to track the extent to which all students have access to and are enrolled in a broad course of study. Through this system, each student has a developed Master Agreement that specifies the courses of study and instructional materials being used. This system allows the school to track student access through reports that identify course of study for each of the following groups: student grade spans 1-6 and 7-12, Unduplicated Pupil groups and students with exceptional needs."	"All students have access to independent study courses and corresponding standards-aligned instructional materials, including a-g courses, CTE pathways, and AP/Honors courses. All students have access to credentialed teachers who develop a plan including how direct instruction will be provided, in what learning environment, and with what frequency. There is also a high baseline of parent engagement, in that the personalized learning model requires daily oversight of the student’s work completion and regular direct instruction and support provided by the parent. Many students have access to additional options for courses and materials, but this access varies depending on the student’s geographical distance from and ability to acquire transportation to the school’s facilities-based resource centers, on the student’s family income as it impacts home internet access, and on the student’s English Learner status as it impacts school staff’s and third party vendors’ ability to work with the family effectively."	"Students from low income families experience barriers regarding transportation to school facilities, which in particular impacts their ability to complete science lab work, and maintaining consistent internet access in the home, which impacts their ability to enroll in online courses and services. Students with disabilities, English Learners, and struggling students for whom virtual services are provided by the school, need consistent internet access."	"Students without access to facilities-based science labs can acquire home labs. The school has partnered with a third party vendor who provides lab instruction in multiple additional locations. The LEA has fully implemented a school wide effort to provide every student experiencing barriers to internet access with managed access via mobile hotspot devices, paid for by the school. The LEA is providing transportation to Homeless Youth in order to ensure that they have access to safe learning environments and facilities-based optional opportunities. All Unduplicated Pupils have increased opportunities to work with the school’s Guidance Counselors. English Learner support has been increased by the expansion of the ELD Teacher staff and their support role. ELD Teachers are partnering with EL families to improve communication with school staff and third parties, identify specific needs (such as technological or curriculum choice changes), and managing the additional services provided to those students."	Met		6/23/2022	2022
36750510137794	Gorman Learning Center San Bernardino/Santa Clarita	7	"GLC SBSC uses a Student Information System in order to track the extent to which all students have access to and are enrolled in a broad course of study. Through this system, each student has a developed Master Agreement that specifies the courses of study and instructional materials being used. This system allows the school to track student access through reports that identify course of study for each of the following groups: student grade spans 1-6 and 7-12, Unduplicated Pupil groups and students with exceptional needs."	"All students have access to independent study courses and corresponding standards-aligned instructional materials, including a-g courses, CTE pathways, and AP/Honors courses. All students have access to credentialed teachers who develop a plan including how direct instruction will be provided, in what learning environment, and with what frequency. There is also a high baseline of parent engagement, in that the personalized learning model requires daily oversight of the student’s work completion and regular direct instruction and support provided by the parent. Many students have access to additional options for courses and materials, but this access varies depending on the student’s geographical distance from and ability to acquire transportation to the school’s facilities-based resource centers, on the student’s family income as it impacts home internet access, and on the student’s English Learner status as it impacts school staff’s and third party vendors’ ability to work with the family effectively."	"Students from low income families experience barriers regarding transportation to school resource centers and events, which in particular impacts their ability to complete science lab work, and maintaining consistent internet access in the home, which impacts their ability to enroll in online courses and services. Students with disabilities, English Learners, and struggling students for whom virtual services are provided by the school, need consistent internet access. The school makes mobile hotspot devices available to any student with inconsistent internet access."	"Students without access to facilities-based science labs can acquire home labs. The school has partnered with a third party vendor who provides lab instruction in multiple additional locations. The LEA has fully implemented a school wide effort to provide every student experiencing barriers to internet access with managed access via mobile hotspot devices, paid for by the school. The LEA is providing transportation to Homeless Youth in order to ensure that they have access to safe learning environments and facilities-based optional opportunities. All Unduplicated Pupils have increased opportunities to work with the school’s Guidance Counselors. English Learner support has been increased by the expansion of the ELD Teacher staff and their support role. ELD Teachers are partnering with EL families to improve communication with school staff and third parties, identify specific needs (such as technological or curriculum choice changes), and managing the additional services provided to those students."	Met		6/23/2022	2022
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."	Met		6/27/2022	2022
36750510139188	Granite Mountain Charter	7	"GMCS strives to ensure that all TK-12 students have access to standards-aligned, grade level curriculum. Students work closely with their teacher to ensure that the education they are receiving is the best fit for them and their learning styles. Our teachers engage in regular progress monitoring to ensure that they are being successful within their curriculum and are given the opportunity for help through subject specific Content Specialists within our school. Student achievement is not only monitored through curriculum, but is also documented through our school-wide benchmark assessments to ensure that all students, no matter their grade level, demographics, or needs are met or exceeded. Within these various platforms, the students' teacher is able to provide a standards aligned course of study fitting for their grade level and interest and is also able to meet the needs of the diverse learners they serve."	"GMCS uses a variety of assessments to ensure all students have access to a broad course of study and are being fully prepared in meeting state standards. GMCS utilizes the STAR 360 assessment as our local assessment and assesses student progress three times a year. This data is used to guide instructional practices, curriculum choices, the need for intervention classes in reading or math, and guides conversations specific to student performance. We also administer a school-wide writing benchmark in the fall so that student writing abilities are identified early on. Data from this assessment is used to guide curriculum selection as well as identify the need for intervention courses in writing. Finally, the CAASPP assessments are given each year and used to measure academic performance. These assessments allow us to monitor progress and ensure students are mastering state standards. This data is used to determine curriculum needs for individual students and ensure their learning needs are being met. 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. This year we launched a Student Success program and dedicated a high school support division to meet the needs of our diverse population and ensure our low income and transfer students that are credit deficient will have a multi-tiered system of support that will increase our 4 year graduation cohort."	"GMCS strives to ensure all students have a curriculum that meets their individual needs. Our credentialed staff and paraprofessionals work together with families to choose the curriculum that best suits the student’s learning needs and provide multiple tutoring opportunities. One struggle or barrier we continue to 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 including info sessions, test prep sessions, family letters, and motivational videos."	"GMCS has placed extended effort into expanding our adopted curriculum by developing our own packet based curriculum to increase accessibility and meet various learning styles of our students.  We ensure that our various adopted curriculum options have 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 also offer a wide variety of additional evidenced based curriculum and supplemental materials for all students TK-12. We feel that this will ensure that all GMCS students will have access to a broad course of study."	Met		6/9/2022	2022
45700030000000	Grant Elementary	7	"There are multiple tools used to measure student progress and their access to a broad course of study. However, the majority of assessments are focused more towards the younger grade levels. In an attempt to provide a broader and more effective measurement, the school purchased a universal assessment tool that will consistently measure students in every grade level with similar accuracy. This will also track students from grade to grade for their entire tenure at the school."	All students have access to a broad course of study. Our current challenge is the means by which we measure consistency and depth across all grade levels. This also brings a challenge to measure the progress over time. Integrating the new assessment tool will allow us to track the broad course of study over time.	"Barriers this year that have limited a broad course of study is based heavily on COVID. The focus this year was on students with learning loss due to COVID. A large focus of our intervention was placed on catching students up on their reading skills. As restrictions ease, more students will have access to supplemental broad courses of study allowing enrichment of the academic program."	Our LCAP will reflect implementation and sustainability of a more universal assessment tool to help track student success resulting from a broad course of study. We will also look to reactivate a broader level of academic support as retractions ease in relation to COVID.	Met		6/2/2022	2022
29663326111140	Grass Valley Charter	7	We continue to support and maintain student enrollment in a Broad Course of Study. 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.	We meet 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."	Met		6/21/2022	2022
29663320000000	Grass Valley Elementary	7	We continue to support and maintain student enrollment in a Broad Course of Study. 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.	Met		6/21/2022	2022
49707140000000	Gravenstein Union Elementary	7	"The  master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE.  In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule.  Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study."	"The master schedule demonstrates that some students qualifying for RSP or ELD receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab."	No barriers identified.	"When the LEA considers changes to the bell schedule or master schedule care is taken to ensure that no students miss essential core instruction.  As service plans for individual students are created, specifically for Students with Disabilities and English Learners, staff will ensure that the service plan will not deny any student a broad course of study."	Not Met		10/11/2022	2022
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."	Met		6/13/2022	2022
37681556117303	Greater San Diego Academy	7	"1. GSDA monitors our students subject matter using a student information system that tracks monthly assignments and grades. Student portfolios are kept with evidence of learning collected to accompany the monthly work summary reports. The work summary reports detail the course of study, curriculum, assignments, modifications, and personalized goals of each student."	"2. Students in grades TK-12 have access to a broad course of study at GSDA. Using the CA Standards as a guide, credentialed teachers support parents in choosing the best course of study for their student based on grade level, academic ability, English Language proficiency, and exceptional needs. High school students have the ability to follow an A-G courses diploma track or complete the general education diploma requirements as defined by the state of California."	"3. Due to the personalized nature of our program, all of our students have access to a broad course of study. Students are able to enrich their course of study with courses offered at our resource center and through special order curriculum and materials. The primary barrier to providing access to all course options is varied levels of academic and/or English language proficiency of the parent/teachers. GSDA offers both individual and group parent training opportunities to support parents in providing instruction across all content areas."	"4. GSDA provides Chromebooks for student use and shares opportunities in the community for families to access to low cost computers and internet. GSDA provides course content that can be translated into a number of languages when needed. Additional subscription-based internet programs have been added as supplemental support for all students. A new adoption for ELD in grades K-12 has been purchased for the 22-23 school year. A new ELA adoption for grades TK-8 is being piloted in the 2022-23 school year. Additionally, GSDA has added Career Technical Education (CTE), Advanced Placement (AP), and extended World Language courses to the high school course catalog."	Met		6/21/2022	2022
12628510000000	Green Point Elementary	7	"Report cards, Parent Survey, IEP and 504 meetings"	"Parent Survey results: 20% strongly agree, 20% agree, 20% neutral, and 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 access 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 in these areas, and a wider variety of instructional materials."	The school increased in-person learning from three to four days a week. The school plans 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 a new ELA curriculum and is in the process of ordering a new Social Studies curriculum.	Met		6/9/2022	2022
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"	Met		6/8/2022	2022
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 rich language 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 of a rigorous, broad course of study."	All means All in GUSD. All elementary sites provide our students with a guaranteed and viable curriculum with equal access to our broad course of study in all of the same subjects listed above. We monitor their successful access in all grades PreK-8 through our local data management system on a quarterly basis and annually through CAASPP. Quarterly analysis of local data provides our teacher teams of Professional Learning Communities the ability to respond with either interventions and/or enrichment opportunities.	At this time we have not identified specific barriers yet as we have implemented systematic PLCs district wide every year and most especially during at the end of every school year. We have added specific master schedule courses that are analyzed for effectiveness at the end of this school year.	"At the end of the 2017-18 school year, we analyzed the outcomes of our past courses and systematically eliminated unsuccessful courses that did not support a college and career bound future. We implemented NEW college and career access courses in 2018-19 and have increased the rogrous course options every year since with courses such as robotics, engineering, computer science, medical detectives, digital animation and media, and ethnic studies at our middle school. We have also enhanced our PreK-6 experiences to include a focus on Informational Text, NGSS, STEM, and LEGO Education Robotics. These experiences have allowed our students to build their skills in preparation for CCR and post secondary success.  We will continue to analyze on an annual basis to ensure all students have access to a broad course of study."	Met		6/9/2022	2022
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."	"Students with disabilities and English learners continue to be 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, that disparity lessens dramatically, showing that students who have ever been ELs are taking advantage of opportunities, albeit at a somewhat reduced rate. Along similar lines, the lack of students with disabilities in the harder academic classes is a known issue."	"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 having been reclassified."	"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. To mitigate this more, almost all courses at GHS qualify for A to G credit (or college prep) and only those students whose disability would prevent them from qualifying for a standard high school diploma are allowed to enroll in ""lower"" versions of the core classes to accommodate their needs - thus, even the vast bulk of students with disabilities at GHS are still afforded a challenging and college preparatory core series of classes. In the CTE courses, parity is closer for the subgroups."	Met		6/29/2022	2022
48705810139816	Griffin Academy High	7	The enrollment of students into a broad course of study is monitored by our counseling office. Student surveys are distributed in order to gather interest in electives.	All students at Griffin Academy have access to almost all courses without prerequisites.	"Given the size of our school, the greatest barrier to providing access to a broad course of study is our master schedule. There are instances in which students are not able to take the electives they want because the course is offered for only one or two sections."	We are constantly striving to improve our ability to create a master schedule that is able to accommodate the interests of the students. The staff responsible for creating the master schedule has used consultants in the past to acquire the expertise to successfully schedule the students. Additional PD will be provided as needed.	Not Met		9/30/2022	2022
40104050101725	Grizzly ChalleNGe Charter	7	All students at Grizzly Challenge Charter School have their transcripts and school records thoroughly reviewed in order to develop an appropriate course schedule for them. GCCS ensures students have access to courses towards their high school diploma. Courses that wouldn't be available in a classroom setting are made possible either through contract classes or on an independent study basis.	"As mentioned above, all students are enrolled in an appropriate course schedule in order for them to make progress in attaining their high school diplomas and their college/career goals. English Language Development and Resource Specialist interventions are also made available for students identified as needing this additional support."	"GCCS does face barriers to providing a broad course of study for all students. Barriers include receiving accurate school records and assisting students in credit recovery for various courses. GCCS has processes in place to overcome these barriers, however, they remain as difficulties to overcome."	GCCS continues to research various programs to assist in credit recovery. The school is also investigating options for offering foreign language and lab science courses.	Met		6/2/2022	2022
37770990136077	Grossmont Secondary	7	"In 2021-2022 the Grossmont Secondary served 338 students in grades 7-12.  The student demographics include:   Percentage of Students with Disabilities: 19.8% Percentage of English Learners: 11.8% Percentage of Socioeconomically Disadvantaged: 67.8% Percentage of Homeless and Foster Youth (FY): 5%  Grossmont Secondary 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 over 70% of students in grades 6-12 that qualify as “high risk”, including credit deficient students and high transient students.      Grossmont Secondary uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing Grossmont Secondary from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the current success the school has demonstrated in providing all students with access to a broad and rigorous course of study, no changes are currently planned.  However, this data continues to be reviewed as part of our cycles of continuous improvement."	Met		6/24/2022	2022
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, 4) completion of local graduation and credit requirements, and 5) ongoing review to ensure that students with disabilities are included in general education curriculum to the maximum extent possible. The District provides supports for a wide range of student needs."	"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). In addition, providing enough coursework for students to meet the Language Other Than English (LOTE) requirement has been challenging."	The District is continually evaluating the equity and options for access to core college preparatory curriculum. The District is currently in the fifth 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 (CTE) pathways aligned to post-secondary careers.	Not Met		9/13/2022	2022
36678433630928	Grove	7	"Grove’s graduation requirements match the University of California’s A-G requirements,a dn all students are enrolled in these courses, unless other identified through the IEP process. We then use the UC Transcript Evaluation Service reports to track progress and completion of a-g requirements helping to ensure all students have a broad course of study. Students also meet regularly with an assigned mentor to review grades,  transcripts, and  graduation status reports to track progress towards graduation.  Grove also offers additional elective opportunities through our modified block schedule and minicourse.   These quarter long courses offered to students 7-12th grade provide academic, physical, and creative enrichment opportunities for all students."	"All students are enrolled and work towards completion of a-g requirements, as well as minicourses and other electives. Grove is a single campus for grades 7-12 in which students have access to English, Math, Foreign Language, History, Science, PE, Health, Woodshop, and Culinary Arts courses.  In high school students have open access to enroll in AP and Honors courses across the core subjects."	"Grove’s small size limits our classroom space and number of courses offered.   Sustained student interest is necessary for Grove to be able to fund any specific program, as the small population does not provide excess funding. Grove is also currently trying to rebuild its music program which shrank during distance learning and required stopping of in person activities because of COVID19. Grove has also started the process of evaluating both our Graduation requirements and minicourse program."	Grove continues to increase its A-G offerings as Woodshop is now an A-G class.  We have also worked to increase our AP course offerings adding AP Research and the AP Capstone diploma in the 2022-2023 school year.  Parent Education nights are also held throughout the year for each grade level providing families the opportunity to learn about the course offerings and opportunities for their students.	Not Met		10/3/2022	2022
15101570124040	Grow Academy Arvin	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. GA Arvin uses the Infinite Campus 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 full-inclusion 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. 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. In the 2021 school year, 151 garden and  151 kitchen classes were offered to K-8 students.  3. Identification of any barriers preventing access to a broad course of study for all students. Additional research is being  done to explore additional courses in the performing arts, such as drama, robotics, life skills, and ag science in order to  provide additional academic enrichment opportunities. Space constraints and staffing limitations are a barrier."	"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. Grow Academy Arvin has added a full-time science and social science teacher for both 7th  and 8th grades. The Edible School Yard Iron Chef cooking competitions and after school extra-curricular athletic programs  have returned, and have been expanded to reach more unduplicated pupils. 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 first implemented in 2019-20. Additional designated ELD  time is provided within LL and LC classes via credentialed instructors. 30 minutes of daily academic English language  instruction provided within the ELD Designated Block. Additional 30 minutes on Mango Language Software. This will  continue for the 2022-23 school year. ELPAC was recently completed for the 2021-22 school year."	Met		6/27/2022	2022
15635780135186	Grow 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. GA Shafter uses the Infinite Campus 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 full-inclusion 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. 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. Family cooking classes after school to  reinforce the healthy meals served during school hours and prepared in the ESY learning kitchen. During the 2021-22  school year, a total of 144 ESY garden and 151 ESY kitchen lessons were provided benefitting K-8 grade students.   The ESY survey results (2021-2022: Kindergarten through 5th grade) showed the effectiveness of the ESY program in the  following areas:  Personal Responsibility & Environmental Stewardship-Over 84.5%"	"Identification of any barriers preventing access to a broad course of study for all students. Additional research is being done to explore additional courses in the performing arts, such as drama, robotics, life skills, and ag science in order to  provide additional academic enrichment opportunities. Space constraints and staffing limitations are a barrier."	"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. Grow Academy Arvin has added a full-time science and social science teacher for both 7th  and 8th grades. The Edible School Yard Iron Chef cooking competitions and after school extra-curricular athletic programs  have returned, and have been expanded to reach more unduplicated pupils. 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 first implemented in 2019-20. Additional designated ELD  time is provided within LL and LC classes via credentialed instructors."	Met		6/27/2022	2022
34674390135343	Growth Public	7	"GPS 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 and up 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 and up take the NWEA-MAP assessment three times each year, in addition to our internally created assessments that are aligned to the CCSS. Our students are given a variety of assessments, both internally 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 and NGSS standards, and they typically include a performance task."	"All Growth Public students participate in the above assessments in order to track their progress and identify their learning needs. In order to ensure students have access to the content, Growth practices a rigorous data analysis process. Teachers use the above assessments to set learning targets or goals with each individual student, based on standards (Common Core, CA History and Social Studies, and Next Generation Science standards). Teachers then determine learning objectives and formative assessments for small groups or individual students that are designed to allow students to make progress towards their learning goals, and plan instruction for the small groups and/or individual students based on the learning objectives and formative assessment. Instruction is delivered to students and they are given the formative assessment. Teachers analyze the data from the formative assessments, then plan next steps for instruction based on the data. This process takes place on a weekly or biweekly basis. Once per month, teachers come together for an extended PLC time in order to analyze and respond to the data collaboratively. All these processes help to ensure that all students have access to a broad course of study. Our goal is that all students are achieving standards mastery and showing growth in their mastery of the standards in all subject areas."	Some barriers that are preventing us from providing access to a broad course of study for all students include proper implementation of our curriculum and instructional materials so that instruction is aligned across all grades and all classrooms.	"Currently, we are working to refine our curriculum and instructional materials and ensure that curriculum implementation is aligned across all grades and classrooms in the school."	Met		6/28/2022	2022
42692030000000	Guadalupe Union Elementary	7	"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 include daily and master schedules, course offerings, and student/teacher rosters - all recorded and monitored within our student information systems."	"All students within and across student subgroups, have access to, and are enrolled in, a broad course of study."	N/A	"Leadership planning and collaborative actions over the past few years have led to a positive increase in access to a broad course of study for all students, especially our students with disabilities subgroup.  Inclusive practices, coteaching implementation, and changes to staffing and course offerings will continue to be reviewed and revised to support and sustain our ability to provide and ensure equitable access.  Ongoing professional development, communication, support, and resources continue to be focus areas."	Met		6/22/2022	2022
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 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 Building a relationship between all educational partners 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.	Met		6/14/2022	2022
37684523730942	Guajome Park Academy Charter	7	"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. In addition our counselors meet regularly with students to review and discuss academic progress and graduation status. They work with students who are in need of remediation and or credit recovery to provide them those opportunities as well. All unduplicated student groups, including Special education students have access to and are participants in all GPA educational programs, including the IBDP and CP programmes."	"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.  All students have access to a broad course of study that is highly aligned with A-G requirements. GPA's graduation requirements are aligned with UC/CSU requirements to provide all students the opportunity to enroll in 4 year college or university if they choose. 83% of course offerings are A-G approved with the majority of courses that are not A-G approved being college courses offered through Palomar college as part of our IB Career-related Programme. 62.6% of seniors from the class of 2021 completed all courses required for UC/CSU admissions.  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. We implemented the Student Achievement Collaboration (SAC) process to increase intervention and support for struggling students. In the SAC process are the weekly SAC Meetings, which are organized into grade level groups allowing teachers review data and support."	"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."	Met		6/16/2022	2022
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."	"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."	Met		6/13/2022	2022
49707226051767	Guerneville Elementary (Charter)	7	"1. 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)."	"2. 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."	"3. 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."	"4. 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."	Met		6/13/2022	2022
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 101 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. The high school has access and enrollment because they have appropriate staffing (credentials) and additional courses."	"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 and middle school level, computer science courses will be offered."	Met		6/22/2022	2022
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/IB courses vertically and horizontally (offering AP/IB 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/IB course and/or participate in dual/concurrent enrollment in community college courses before they graduate, concurrent enrollment agreements and course offerings at high schools with local community colleges, FASFA/CADAA for all high school seniors, 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, itinerant teachers to increase access to electives such as C-STEM, Computer Science, Performing Arts, etc., expanding UC Davis C-STEM curriculum districtwide, and increase number of Articulation Agreements with local community colleges."	Met		6/30/2022	2022
10624141030766	Hallmark Charter	7	"At Sanger Unified School District, the tools used for the analysis of 1st- 6th grade broad course of study include thecourse matrix schedules for students that identify the courses by grade level and curriculum content includingphysical education and VAPA. The tools for middle school grades (7-8) include the course matrix and thespreadsheets developed that identify the courses and students enrolled. The tools for the 9-12 include the coursematrix 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."	Met		6/28/2022	2022
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 2022. Through Accommodations Trainings and partnership with GCOE. Utilize Performance Based/Standards Based assessment measures. Use an Multi Tiered Support System (MTSS) Continue PLC model. Expand our coaching capable staff through New Teacher Center (NTE) and TCOE. More explicit CTE/academic counseling services. Continue elective offerings including CTE pathways and dual enrollment."	Met		6/27/2022	2022
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 2022 Local Performance Indicator Self-Reflection for HESD Page 14 of 14 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, 239 students chose art as an elective. • 466 5th and 6th participated in band. 185 junior high students chose band as an elective. • All elementary and junior high students participated in an academic study trip. (On hold due to covid--study trips resuming in spring 2022) • 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."	"The COVID 19 pandemic posed a significant barrier and it’s anticipated that with the 2022-2023 school year, all students will participate in the district’s programs and services providing a broad instructional program. 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 2022-2023 school year, it is anticipated that all students will return to normal instruction and activities. 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."	Met		6/22/2022	2022
16639250000000	Hanford Joint Union High	7	"HJUHSD identifies two areas to indicate the extent to which all students have access to and are enrolled in a broad course of study. District number of course offerings and the District % of students demonstrating Mastery in core academic courses, we use this metric to evaluate what percentages of students prove mastery based on sex, ethnicity, language, disability, and socioeconomics. We use this process to identify the disparity between the groups mentioned above. Once identified, we determine how to eliminate barriers and provide support."	"HJUHSD recognizes that pupil outcomes in the subject areas of English, Mathematics, Social Sciences, Science, Visual And Performing Arts, and Physical Education, and their course of study, is the content we plan for instruction. It comprises instructional resources, methods, and assessments needed to help students develop critical skills and knowledge. Along with high-quality and practical education, the curriculum is an essential element that enables students to learn and thrive. We have targeted equity in HJUHSD as a necessary component in narrowing our achievement gap. Teachers and school leaders ensure equity by recognizing, respecting, and attending to the diverse strengths and challenges of the students they serve."	"We believe that during the 2021-22- school year, significant strides have been made for all students to learn at high levels. We have implemented PLCs, zeroed in on one intervention reading program that all at-risk readers will use, and provided release time for Science teams to implement NGSS standards and continue to develop Career Technical Pathways. HJUHSD was fortunate to experience an increase in CTE offerings, substantial gains in students demonstrating mastery in core classes, a-g completers, ELA EAP results, and CTE Pathway Completers."	HJUHSD continues to pursue new and innovative courses to ensure that all students have access to and will be enrolled in a comprehensive study system. We continually monitor access and opportunity for our students. Data-driven decisions have become a regular practice of HJUHSD in 2022.	Not Met		10/11/2022	2022
16639250137901	Hanford Online Charter	7	#NAME?	"- Two graduation tracks - Additional AB 104 graduation track  - Transcript analysis - Concurrent enrollment at West Hills, COS, SJVC, and California State University at Fresno - PFT testing (area of need) - Additional electives and pathways - 100% to access to all classes"	- CTE classes/program/indicators - under development as year two of the pathway is being added in 22/23.  - 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 expanded to meet the needs for more CTE credits and define that program.  - We need to maintain our concurrent enrollment at West Hills and COS. - Adding a full-time Student Specialist. -Added a second FTE teacher mid-year and a third is being added in 22/23. - Expand the part-time counseling position to full-time in 22/23.	Met		6/14/2022	2022
44697570000000	Happy Valley Elementary	7	"All students have access to art, music, Spanish, library, and garden."	"Because Happy Valley is a one-school district, with one class for each grade level, all students are provided full and equal access to a broad course of study."	"The only barrier that Happy Valley faces in providing access to a full course of study is that there is only one teacher per grade level, and there are combination classrooms.  In the intermediate grades, extra time and energy are given to grades where combinations extend to more than one room, such as 4/5 and 5/6."	"The LEA provides extra support for combination classes, such as extra academic support from credentialed staff."	Not Met		10/12/2022	2022
45700110000000	Happy Valley Union Elementary	7	"1. Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected schoolwide  learner  outcomes  for  students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions."	"2. All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus  Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS Practices and Behaviorist to support appropriate school behavior  Monthly Principal meetings or designated time for parents and community members to meet with and talk to the Principal  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Foreign language and music are offered at the middle school PE is offered at both the elementary and middle school level"	3. Providing quality a Foreign Language Program continues to be a challenge as we don’t always have the staff with the knowledge to implement a consistent program.	4.We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		6/22/2022	2022
37681630128421	Harbor Springs Charter	7	"Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when TK-8 students enroll, they are placed in required courses. Academy and Homeschool TK-8 students have access to several elective/thematic and all core courses. The homeschool boxed set includes ELA, history, and science. Math courses are chosen by homeschool parents based on preferences, learning, and teaching styles. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment. 8th-grade students have access to high school-level math and language courses. For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas to ensure that all students are enrolled in required courses of study and complete their graduation requirements with their cohort. We assess all 9th-grade students for interventions and they are all enrolled in Algebra 1 if not previously completed, with iReady Math support when needed. 9th-grade students that completed Algebra 1 in middle school, will be enrolled in the next level math course (Geometry). In addition, the Director of High School Programs reviews program schedules to ensure students are enrolled in a broad course of study. Academy and Homeschool 9th-12th grade students have access to several elective/thematic courses and CTE pathways on-site and online. School counselors create 4-year plans based on student goals."	"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. All 9th-grade students are assessed in math to determine interventions and support. IReady Math Bridge is used to fill gaps on their way to Algebra 1 completion. Also, the new POP program allows for mastery of the A-G LOTE and VPA requirements to fit into the college and career options that all students need to complete as part of the Post-Secondary graduation requirements. All CTE courses and dual enrollment courses are offered to all schools with 9th-12th grade levels.  Spanish and French courses are offered online through the rigorous VHL program. American Sign Language and music has been added to the virtual course offerings for all programs in high school. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs."	"As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study. The staff has been trained on virtual meeting platforms, effective hybrid instruction, and how to engage families and students with the LMS. The Instructional Support Department and CTE department are ensuring all students have access to all courses regardless of location for all high school students through the use of Canvas, workshops, and seminars. This includes offering Physics, Pre-Calc, and Probability and Statistics to all high school students in an online course with synchronous sessions."	"In High School, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Math Bridge, Reading Essentials, and Writing Essentials. Programs used are Write Score, Reading Plus, and i-Ready. In Tk-8, the LEA has added to the i-Ready Diagnostic and Online Instruction to include the Toolbox which contains both student and teacher-facing resources for small group instruction, one on one support, intervention, and acceleration. The school adopted VHL for Spanish and French as options in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study. The LEA expanded student access to live teaching. Students have access to live seminars with single-subject specialists weekly via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network. Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards to create an engaging and rigorous program for each student."	Met		6/9/2022	2022
36678760122317	Hardy Brown College Prep	7	"In order to track the extent to which all students have access to and are enrolled in a broad course of study, we measure the % of students to whom courses are offered as well as the % of students who are enrolled in those courses."	"At Hardy Brown College Prep, 100% of scholars in grades TK-4 are both offered and enrolled in a broad course of study in ELA, math, science, humanities, and visual or performing arts.  Additionally, 100% of scholars in grades 5-8 are both offered and enrolled in a broad course of study in ELA, math, science, history, and visual or performing arts."	"At Hardy Brown College Prep, we do not currently have barriers to providing access to a broad course of study for all students."	"In order to ensure that all our scholars can succeed in their broad course of study, we provide additional supports such as intersession days, small group instruction, and assistance from instructional aides."	Not Met		10/20/2022	2022
54755230116590	Harmony Magnet Academy	7	"Student identification and student needs assessment begins before students enter Harmony. Eighth grade student’s STAR assessment, CAASPP results, ELPAC assessment data, teacher recommendations and diagnostic testing are used to identify potential “High Risk” students within the various sub 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, bench mark check points, 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 barrier that tends to inhibit involvement in a broad course of study for all students. 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 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."	"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."	Met		6/23/2022	2022
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."	Met		6/22/2022	2022
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 300, 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."	Met		6/8/2022	2022
37684110126086	Hawking S.T.E.A.M. Charter	7	"Hawking STEAM Charter School serves 1,267 students in grades TK-8 that reflect 94% Hispanic, 3% White, 1% African American, 1% Filipino, 1% 2+ Races, 10% Students with Disabilities (SWD), 39% English Learners (EL), 0.1% Foster Youth (FY), 0.6% Homeless Youth (HY), and 57% Socioeconomically Disadvantaged (SED).  Hawking 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 being followed. This will also be measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, Advisory teachers, students, and parents/guardians to monitor if the student is on track to graduate."	"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: AVID, Spanish (7-8), Music (TK-6), Band/Orchestra (7-8), Choir (7-8), Visual Arts & VAPA – H1 (TK-8), Gizmos & Gadgets – H1 (TK-6), and Robotics – H2 (TK-6).   There are no differences in accessibility to courses, across student groups at Hawking STEAM Charter School."	"Currently, 100% of the students have access to a broad course of study and Hawking STEAM Charter 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."	Met		6/23/2022	2022
19645920000000	Hawthorne	7	"The Hawthorne School District, TK-8 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 on 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 consultants and assemblies have increased since the district has funded a regional arts coordinator allowing for an increase in 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 any school."	"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 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."	"In regards to providing additional art offerings at the two non- fine arts academies, 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. In addition, to expanding the Arts offers we are working on expanding the STEM offerings to all students. Last summer we offered a STEM camp to all our incoming 6th graders through our GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs)  grant. We plan to continue to increase these offerings every year."	Met		6/29/2022	2022
19645920100354	Hawthorne Math and Science Academy	7	"The Hawthorne Math and Science Academy (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 study that is designed to meet the A-G Course Requirements. Additionally, course enrollment reports developed in the District’s student information system, PowerSchool, and school site counselors work to 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 study 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, 63.0% of HMSA’s 2022 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 2022, 175 students took 279 AP exams and 140 students had a score of 3 or better."	"The biggest challenge is the school size which limits the number of teachers and course offerings. In 2021-2022, HMSA currently had 26 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 2022-23 school year, one new science teacher was hired who will also be the MESA advisor, allowing students to participate in this nationally recognized program. There were also two new counselors hired to increase services and support to students. HMSA will now have a ninth-grade transition specialist to assist with the transition from middle school to high school, a 10th-grade counselor, and two 11th and 12th-grade counselors. The two counselors supporting the 11th and 12th-grade students will share in the college application duties. HMSA also has a senior elective teacher who is delivering the curriculum for College and Career Preparedness. This course allows HMSA to expand A-G-approved elective options."	Met		6/29/2022	2022
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."	Met		6/29/2022	2022
01611920127944	Hayward Twin Oaks Montessori	7	"In addition to CAASPP and ELPAC testing, the School utilizes Renaissance testing throughout the grades. In addition, College Board testing takes place at the secondary level. The AMS/WASC self-study process and the A-G Articulation data further support tracking the extent to which all students have access to a broad course of study."	"At the elementary program all students have access to the full  Montessori curriculum which meets and often exceeds state standards. As a college-prep school, all secondary students are fully enrolled in a broad course of study that meet or exceed state standards. At the high school level all courses are required and are A-G articulated."	There are no barriers.	The school is at full implementation and sustainability.	Not Met		9/22/2022	2022
01611920000000	Hayward Unified	7	"HUSD’s goal is to ensure that ALL students graduate college and/or career ready. Our plan is to ensure all have access to and are successful in a broad curriculum.   For grades 1-6, HUSD reviews daily and weekly instructional schedules to ensure that students are provided access to all core subjects as well as Physical Education, and electives such as Visual and Performing Arts.  For grades 7-12, HUSD reviews secondary school master schedules, academic department course offerings, and student enrollment. We review programming at middle school and high school levels to ensure that we are providing a range of courses, including core academics, electives, Advanced Placement, Career Technical Ed, Physical Education, Health, and Visual & Performing Arts. Counselors review individual student transcripts and future plans for course enrollment to be sure students are on track to realize their goals for high school graduation and beyond.  In our efforts to measure successful outcomes, HUSD reviews A-G completion rates, drop-out rates and graduation rates. We review National Student Clearinghouse data to determine where students go after they graduate. We are members of CalPASS, which involves the sharing of data with local colleges and universities on our graduates and, at the same time, allows us to see paths our students take. On the individual student-by-student level, counselors help students develop and then periodically review 4 year educational plans."	"HUSD staff are able to substantiate that HUSD currently offers the following courses at all elementary sites per California Education Code (EC) 51210: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.    Middle school and high school students are offered, per California EC 51220, a course of study including: English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.  To make sure ALL students graduate college and/or career ready, we need to ensure our students and families have a plan. HUSD became a partner district with California Colleges Guidance Initiative in 2017-18. Each high school student currently develops a systematic baseline of guidance and support as they plan and prepare for high school courses, college and/or career. This project includes a 4-year high school plan, post-secondary education plan, career plan, and financial aid plan for each student.   HUSD continues to implement and expand our Career Technical Education Programs and Pathways. Currently, we offer the following:  Advanced Manufacturing, Product Innovation and Design, Biotechnology, Design, Engineering, Visual, and Media Arts, Entrepreneurship/Self Employment, Cabinetry, Millwork, and Woodworking Pathways."	"Some of the barriers that HUSD faces in guaranteeing that all students have access to and participate in a broad course of study include the following: inadequate State funding for public education, availability of qualified and certificated teaching and administrative staff, the competing needs to provide academic support classes or ELD as well as electives, course design, materials, changing expectations about options (ex: ability to take AP, access to STEAM careers for both genders), balancing district versus site decision making, well structured educational plans, and facilities.   We are addressing many of these barriers by pursuing grant funding and options for credentialing. We are designing courses with nearby institutions of higher learning, adopting courses from nearby districts, building of STEAM facilities, using grant funding for college entry tests, providing 4-year planning with high school counselors, and monitoring of A-G coursework. We are building in mechanisms to support students with disabilities and English learners in STEAM courses. We are currently working with site and district level teams to examine offerings for students, in particular STEAM. We are updating our EL Master Plan to make sure that students have options for language learning."	"HUSD's current actions/activities to improve access to and participation in a broad course of study:  1. District/site based team of teachers and administrators focused on reviewing and evaluating placement policies and assessments for 9th grade math to ensure their successful math progression/completion throughout high school. 2. Continued collaboration with Eden Area ROP; ACOE; and local community colleges in the K12 Strong Workforce Program (K12 SWP) to support K–12 school districts in creating, improving, and expanding career technical education (CTE) courses, course sequences, programs of study, and pathways for students transitioning from secondary education to postsecondary education to living-wage employment. 3. STEAM buildings opened for instruction in 2021-22. We continue to host district and high school site level teams in developing courses, programs, and activities for all students to access the STEAM buildings in collaboration with local universities and local industry partners.  4. We are conducting a district/community review of our EL master plan in order to ensure we are meeting the needs of our English Learn students. 5. Providing intervention/acceleration support to reclassify our English Learners so that they can take full advantage of middle school and high school offerings and pathways."	Met		6/22/2022	2022
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."	"00% 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, two years of a Language Other Than English, at least once Career Technical Education course and at least one Visual and Performing Arts Course."	There are currently no barriers preventing HUSD from providing access to a broad course of study for all students.	HUSD will continue to monitor and ensure access to a broad course of study for all students.	Met		6/22/2022	2022
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 2021-2022, 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.	Not Met		10/25/2022	2022
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 broad course of study, including funds to attend college classes and transportation to internship sites. We provide all college textbooks to address this barrier as well as transportation to internship sites. In addition, attendance is a barrier for some students and we have re-focused our efforts in ensuring all students attend every day. In the summer, we offer an extensive number of courses, including credit recovery and elective classes, that allow students to continue to progress."	"HSHMC has purchased software and hardware to differentiate learning and support learning and student achievement in all core courses. HSHMC provides annual graduation coaching for each student that includes a review of student progress toward A-G completion and advice for students at risk of not completing the program of study. Supplemental instruction and intervention for English learners is provided in all subject areas along with the development of general academic and discipline-specific vocabulary, language and content knowledge. Targeted support and intervention for students who are credit deficient is provided through ISP and summer course offerings. HSHMC purchased community college and attached lab courses (as applicable) for post-secondary aspirations and provides instructional support for college courses. Transportation to, and supervision at, internship sites is provided by HSHMC. Certification level courses that meet Career Pathway Capstone requirements were developed and CTE instructors were hired to teach pathway coursework. HSHMC also provides technology support to track and schedule student pathway coursework, along with curriculum, uniforms, and materials for all CTE related courses and internships. Travel and registration costs are provided for students’ opportunities to travel and engage in different off-site experiences."	Met		6/7/2022	2022
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 foster and/or homeless youth students).  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.   In measure #2.3 of the LEASA, Teaching, Learning and Assessment, the LEA self-identified as Implementing: Transformation and Systemic Efforts are Underway.  The LEA is working to better use data to improve transition services and increase academic rigor."	Hearthstone is a single site school providing an alternative to the traditional comprehensive school model.  The leadership team believes students should receive a personalized and real-world approach to learning.  Every student has access to courses appropriate for meeting individual needs.  Students receive instruction in all required content areas using a standards-aligned curriculum.  All high school students have access to A-G courses in addition to concurrent enrollment with a local community college.  In addition students have access to A-G courses through the on-line curriculum Edgenuity.  Hearthstone maintains 3 full CTE Pathways.	Hearthstone has too few students to maintain multiple Career Technical Pathways and continues to work with the LEA and local CTE Office to implement a pilot internship program in upcoming years.	"Hearthstone 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 courses and elective access.  The LEA continues to provide a Transition Specialist II who trains and coaches the site transition specialist.  Transition specialists support site administration with ensuring students are enrolled in the most appropriate courses. They also support student engagement, keep students focused for graduation and help them successfully move on to post-secondary opportunities.  Beginning Spring 2022, Hearthstone received the A-G Completion Grant.  Part of this grant will fund a new Student Outcomes Coordinator for the 2022-23 school year.  This coordinator will increase access to A-G courses for Hearthstone students through identifying opportunities in course development.  In addition this position will support the continued growth and development of student internship opportunities aligned with academic standards."	Met		6/27/2022	2022
15636280138131	Heartland Charter	7	"Schoolwide, students have access to universal curriculum options to supplement or enhance their learning across all content areas. The universal options offer each of the core content areas, along with extension activities to take students deeper into specific areas of interest. Additionally, all students are monitored on mastery/proficiency of the California State and Common Core standards. Students with exceptional needs are supported through multi-tiered interventions, tutoring, and an additional, specialized educator."	"All students have access to the universal curriculum options from the first day of school through the last day of school. Younger students have access to fully aligned K-8 options, while students in grades 9-12 have access to tutoring 24/7 in all content areas, as well as course-specific guides for core courses, VAPA offerings, World Languages, and college prep electives to ensure access to all content standards. Students who are not successfully progressing or whose teacher has expressed concern regarding growth begin the intervention process, accessing tiers 1-3 based on proficiency and acceleration once in intervention."	"Every student works with a credentialed teacher to gain a personalized learning experience. Credentialed teachers monitor student progress regularly and meet with students every 20 days, allowing the student to gain intervention and additional support immediately if needed. There are times when students have trouble accessing online curriculum or need to change the learning media being utilized. As an independent study charter, teachers are able to provide unique supports to families, helping relinquish any barriers to learning."	"Heartland Charter School is able to provide 24/7 tutoring via a vendor for all students in grades 9-12, strengthened the intervention process, and will continue to offer staff training to ensure student needs are met to our best capability. This upcoming year, Heartland will be providing parents with courses on how to better support students within their academic journey, along with continuing to build the intervention process, and provide professional development on how to best utilize the universal options, high school guides, and additional resources for students with exceptional needs."	Met		6/23/2022	2022
13631310000000	Heber Elementary	7	"The District has analyzed the needs of the schools in order to provide support and establish a local measure at each school site. The District/site monitors the daily schedule of instruction and lesson plans for each grade level. In addition to the schedules, the District/site tracks student courses on the student information system and CALPADS. Students with special needs are included in all activities, and decisions are made at IEP team meetings to include students in the general education setting"	"The District is comprised of two schools. Dogwood Elementary (TK – 3rd grade) and Heber Elementary (4th – 8th grade). In grades TK – 5th, classrooms are self-contained students rotate for intervention and ELD periods throughout the day. In grades 6th – 8th, students have a rotating schedule where they attend different subject area classes. Daily schedules are developed by the District, so students are receiving the instructional minutes required by Education Code for each curricular area. The District monitors that schedules are followed and grades are given to all students through the student information system. The District will implement an elective wheel to incorporate the broad course of study in the 2022-23 school year in 7th and 8th grade. The courses 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 are being planned and discussed, so they are ready for the new school year."	The District has concluded the following are some barriers:  • Needed training for staff • Instructional time in the daily schedule of instruction  • The need for material and curriculum • Scheduling  The district will continue analyzing information from educational partners to eliminate barriers and have a smooth implementation year.	The district gathered information from educational partners' consultations about new actions in the LCAP.  The educational partners would like to see more choices for 7th and 8th-grade students to ensure access to a broad course of study for all students. The district has begun the initial implementation phase in 7th - 8th grade and will implement an elective wheel to give Jr. High students access to electives and more opportunities	Met		6/30/2022	2022
36677360000000	Helendale Elementary	7	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 Helendale Secondary School Counselor.	All students meet state requirements for access to curriculum including electives and STEM and STEAM classes	N/A	"We (Principal, Counselor, and Teaching Staff) review the schedule annually to ensure that a Broad Course of Study is accessed by all students."	Met		6/29/2022	2022
37681303732732	Helix High	7	"Helix selects measures that indicate whether students have access to a broad course of study. The following factors were reviewed:   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 board meeting regarding Sufficiency of Instructional Materials,  2. Professional Learning provided to each teacher in focus areas."	"Students had access to a broad course of study for grades 9-12 during the 2021-22 school year, including unduplicated student groups and students with special needs in both programs. All students had access to board-approved standards-based materials.   Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. Professional learning was provided to effectively administer any newly adopted programs."	All Helix Charter High School students had access to and were enrolled in a broad course of study supported by highly skilled teachers.	Helix Charter High School will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers.	Not Met		9/12/2022	2022
33670820000000	Hemet Unified	7	"Measures used to track the extent to which all students have access to, and are enrolled in, a broad course of study:  A-G completion Career Technical Education Course Enrollment and Pathway Completion English Learner Supports District level course auditing & Alignment Formative program evaluation"	"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 revisions to course offerings and associated counseling practices have systemically ensured students are offered and guided to engage in 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 (HemetUnified 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 the 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 the opportunity for acceleration to allow for increased access to Advanced Placement coursework. - Increased implementation of the “Push In” model of service delivery for students with disabilities designed to increase the overall percentage exposure to general education settings.	Met		6/7/2022	2022
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."	Not Met		9/28/2022	2022
19646000000000	Hermosa Beach City Elementary	7	"HBCSD encompasses grades TK-8 and we maintain two school sites which support 1230 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 are a single school, on two school sites servicing elementary and middle school students and have CDS codes..    Elementary (K-5)  Program: 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.  Weekly, students are provided 30 minutes of instruction in the following areas: STEAM lab and music by credentialed teacher specialist.       Middle School  (6th-8th) Program: Hermosa Valley Middle school program provides students with a six period day which includes.   Many of our electives are rooted in CTE course options: science, technology, engineering, art and math (STEAM),  audio/visual technology, and communications; while other electives are rooted in Visual and Performing Arts: music, art and drama.  Students are exposed to three electives in  6th and 7th grades,  with the exception of band which is a full year commitment. All 8th grade electives are year-long commitment.     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. -SPED: Students with mild-moderate disabilities are included in classrooms with their peers or pulled out. Moderate to severe disabilities are provided a broad coarse of study through Unique Learning System."	"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.)."	HBCSD 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.	Met		6/27/2022	2022
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 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."	"For the 2021-2022 year, 100% of Hesperia Unified School District’s students had full access to a broad course of study 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 the regular school day. All HUSD secondary students also 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. Our comprehensive high schools offer a variety of courses and programs for students, including an Early College Program, Design, Engineering, Manufacturing Academy (DEMA), and medical pathways. In order to ensure that our district continues to expand its course offerings, the district has hired a coordinator in charge of CTE programs. 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, the pandemic has continued to have an impact on attendance rates and the ability for our students to participate in 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 a strong Tier I program 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 Clearinghouse informs schools and the district of college-going rates and college persistence."	Met		6/13/2022	2022
37683380131565	High Tech Elementary	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710123059	High Tech Elementary Chula Vista	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37683386117683	High Tech Elementary Explorer	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710138776	High Tech Elementary Mesa	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710127605	High Tech Elementary North County	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37683383731247	High Tech High	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710114678	High Tech High Chula Vista	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37683380106732	High Tech High International	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37683380108787	High Tech High Media Arts	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710137067	High Tech High Mesa	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710114694	High Tech High North County	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
19647330100677	High Tech LA	7	"HTLA is designed to stimulate curiosity, inquiry and a constant desire to push beyond limits, through a rigorous college-preparatory curriculum and intensive technology training. With the goal of preparing students for high-skilled, high-wage careers, this demanding college preparatory curriculum is brought to life by students’ using the latest technology to develop innovative hands-on projects. HTLA is the only such high school in the Van Nuys/Panorama City area that has a rigorous, technology-infused, project-based program in high school. HTLA 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 educational program, outlined in its charter petition. HTLA uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports. In addition this will be verified by the principal during classroom observations and scheduled to verify schedules are being followed."	"An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At HTLA, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Advisory, Visual Arts, Elective Courses and Technology is integrated into the curriculum. There are no differences to accessibility to courses, across student groups at HTLA."	"Currently, 100% of the students have access to a broad course of study and HTLA and HTLA will continue to monitor this to ensure no barriers arise to change access."	"HTLA utilizes the tools mentioned earlier, to continue to provide all students with access to a broad course of study. Currently, no changes are planned, however this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/14/2022	2022
19647330137471	High Tech LA Middle	7	"High Tech Los Angeles (HTLA) Middle School is in its fifth year of existence in fall 2022 serving grades 6-8, with the following student demographics: 34/% Hispanic, 7% African-American, 48% White, 6% Asian, 3% Other, and 1% Unspecified, of which 14% English Language Learners, 15% Students with Special Needs, and 41% who qualify for free/reduced lunch.   HTLA Middle School is designed to stimulate curiosity, inquiry and a constant desire to push beyond limits, through a rigorous college-preparatory curriculum and intensive technology training. With the goal of preparing students for high-skilled, high-wage careers, this demanding college preparatory curriculum is brought to life by students’ using the latest technology to develop innovative hands-on projects. HTLA MS is the only such middle school in the Van Nuys/Panorama City area we plan to serve that will replicate this rigorous, technology-infused, project-based program in grades 6-8. HTLA MS is a small school, which provides a standards-based, college preparatory education that places an emphasis on using technology and hands-on interdisciplinary projects in addition to more traditional pedagogy. Our students do not simply learn facts and figures, but are engaged in discovering new knowledge on their own with the tools afforded to them in today’s information age. HTLA Middle School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of HTLA M"	"An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At HTLA Middle School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Advisory, Visual Arts, Elective Courses and Technology is integrated into the curriculum. There are no differences to accessibility to courses, across student groups at HTLA Middle School."	"Currently, 100% of the students have access to a broad course of study and HTLA Middle School will continue to monitor this to ensure no barriers arise to change access."	"As stated earlier, HTLA Middle School is entering its fifth year of implementation and has fully expanded to serve students in grades 6-8.  It utilizes the tools mentioned earlier, to continue to provide all students with access to a broad course of study. Currently, no changes are planned, however this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/14/2022	2022
37683380101204	High Tech Middle	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710123042	High Tech Middle Chula Vista	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37683380107573	High Tech Middle Media Arts	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710138768	High Tech Middle Mesa	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37764710119271	High Tech Middle North County	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
34765050113878	Higher Learning Academy	7	"HLA uses a variety of tools to ensure all students are provided 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 K-8th grade and is required to offer all students access to a broad course of study. HLA implemented an ELD program to ensure students whose primary language is not English still have access to lessons and materials. RSP students are provided support per their IEP to ensure each has access to grade level work. All of our K-8 students receive instruction in English Language Arts, Mathematics, Science, History-Social Science, Career Technical Education, Health, Physical Education, Visual Arts and World Language. HLA uses state adopted curriculum for instruction within the IB units."	There are no barriers to providing access for all students to a broad course of study.	"HLA seeks to expand its broad course of study for all students as the school’s budget and staffing allows, including additional electives for students. Teachers will be trained in MTSS, Multi-Tiered System of Supports, in 2022-23 to bridge learning gaps. HLA is expanding to offer Transitional Kindergarten and expanded learning opportunities for all students next year."	Met		6/22/2022	2022
33669930127142	Highland Academy	7	The LEA uses the Student Information System PowerSchool to ensure that all students are enrolled in a Broad Course of Study.	All Students have access to and are enrolled in a b road course of study because all students are enrolled in all classes.	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Not Met		9/30/2022	2022
34765050130757	Highlands Community Charter	7	Highlands Community Charter School serves a very high number of unduplicated students. 98% of our students qualify for free/reduced lunch and or speak English as a second language. With a 1:150 Counselor to Student Ratio we place a heavy emphasis on ensuring that our students are monitored academically for enrollment and progress. This team meets on a regular basis to review student information. The Student Services Director and the Academic Leadership meet on a regular basis to review data and ensure student progress.	"All students have access to a broad course of study. With the grade level change, all students now have access to Career Technical Education as well as academic courses."	There are not any current barriers to students accessing a broad course of study.	Highlands has or will implement the following: Highlands Brain- Proprietary App on student cell phones which has all course content available Chromebooks for every student with hotpot connectivity Digitized course content Transportation assistance for students who do not have transportation to school.	Met		6/16/2022	2022
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.	"Students 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. HCSD offered 56 unique courses at the 6th-8th grade levels, which was 10 fewer courses offered due to implenetation of COVID-19 safety measures. 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, the previous gap noticed between 'overall' and 'EL' deminished. We now have 99% overall and 100% of EL stuents with access to courses. 97% of students with disabilities and 98% of socioeconomically disadvantaged students received C or higher."	"Identified barriers include the continued limitations of the COVID-19 pandemic and the limitations in providing all courses to all students, although this was somewhat mitigated in the 2021-2022 school year. Courses were offered to all students unless extenuating circumstances prevented them from taking a given course."	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.	Met		6/21/2022	2022
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."	Met		6/29/2022	2022
35674700000000	Hollister	7	"The district offers a breadth of coursework opportunities for all students. For students in 1st through 6th grades, a Broad Course of Study if provided, which includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. For students in 7th and 8th grades, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. 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 study.  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."	"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 complete adoption 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 needs are given the same access to a broad course of study using an alternative or supplemental curriculum. Additionally, all students in grades 4-8 have access to music instruction, and all K-5 grade students and 6-8 grade students at the elementary school sites receive visual arts instruction through a partnership with the San Benito Arts Council.  The comprehensive middle school offers courses in art, CTE, and language. The district looks to broaden and diversify courses offered at the comprehensive middle schools on an ongoing basis."	"While the district strives to increase and diversify a broad course of study, barriers are present. Factors most relate to competing instructional demands. At the elementary school sites, the amount of available time during the school day may become limited as a result of special services, activities, or temporary schedule changes. The implementation of targeted small group instruction can impact the ability to consistently host a broader course of study at the elementary level. Additionally, unless in an inclusive classroom, students with pullout services such as ELD or IEP may have inequitable access."	"To ensure access to a broad course of study for all students, the district will continually analyze and evaluate the diversity and number of courses offered. An expansion of inclusive classrooms in grades 6-8 has increased course access opportunities for students that were traditionally pulled out for small group, targeted support. Course assignment windows have become more flexible to accommodate changes based on students' level of achievement and/or identified need for support. Intervention groups for elementary students ensure that core instruction or physical activity/free time is not missed as a result of being in intervention. Middle school grade students will be polled annually to gather interest and feedback on courses offered."	Met		10/7/2021	2022
35674700127688	Hollister Prep	7	"We use a locally developed rubric to ensure that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Support office team members as well as school administrators review this rubric quarterly to ensure that all state adopted standards are being addressed. Data is one of Navigator's five compass points showing its importance to the organization and the staff. Coaches go over individual student data weekly in the coaching / feedback meetings, monthly at grade level data meetings, and teachers are reviewing the data daily to recalibrate a lesson if needed. Data is used to create homogeneous small groups, and to determine placement in intervention academies. Data is reviewed by subgroup to ensure Navigator is continuing to reduce or eliminate the achievement gap for traditionally underserved and vulnerable populations."	"The educational model at Navigator is created to ensure all students have access to a broad course of study and spend an equal amount of time in ELA and math. They also have PE, History / Social Studies, Science, and a variety of enrichment programs including performing arts throughout the week."	"Navigator's programs ensure access to a variety of programs throughout the week in which students participate in numerous academic and enrichment activities. Due to a lack of space on our current campuses, additional extra-curricular activities are a challenge."	"Navigator will continue to work with the parents to prioritize the areas of importance for staff and families and utilize the LCAP to ensure the course of study and budget align. For 2022-23, Navigator will be implementing Illustrative Math in an effort to improve math outcomes."	Met		6/29/2022	2022
13631490000000	Holtville Unified	7	"HUSD uses the following measures and tools to track broad course of study: master schedules, student schedules, lesson plans, Synergy (SIS), class schedules, IEPs, BeyondSST (SST SIS), A-G reports, AP reports, 504 plans, and CALPADS."	"Administrators and counselors have reviewed school site schedules, student enrollments, master schedules, lesson plans and all other measurement tools and have found that all students have access to a broad course of study. Counselor have reported that  all students have been placed in all required classes and requested classes if they have met all 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, Special Education or continuation high School plans."	"The tools and measures indicate that there are more students and student needs than resources. HUSD is reviewing schedules, teacher lesson plans, grants,  and other resources to reduce and eliminate all barriers."	"Increased AVID trained teachers.  Continue to increase AP classes Flexible class offering through Freedom Academy such as; AP classes, and math and science classes. Expanded CTE pathways with classes like small engines.  Increased technology in support of us of online resources and classes. Increased online programs Increased options in AG classes with the addition of a new AG Barn.  Work with Stakeholders and partners such as IVC."	Met		6/20/2022	2022
04615316112585	HomeTech Charter	7	"HomeTech evaluates these measures based upon LCAP metrics, Aeries and program reviews and survey responses regarding types of electives or academic programs desired by parents and/or students.  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, expanding A-G offerings, adding more fine arts courses and expanding into digital arts."	"Current barriers to a broad course of study continue to be funding and staffing/credentialing.  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 has already expanded course offerings significantly in 2021-22 compared to the previous year.  After receiving approval of our A-G courses, Hometech would like to expand their CTE pathways and help students be career ready upon graduation."	Met		6/17/2022	2022
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."	"We ensured that all students, including unduplicated students and individuals with exceptional needs were able to continue their broad course of study by scheduling specific time for specialized academic instruction, English language development, and intervention which did not occur during enrichment opportunities. The progress of the students receiving these supports was monitored  through data teams and IEPs."	None	Strategic scheduling of intervention and English Language Development to ensure that all students have access to core curriculum as well as access to enrichment opportunities.	Met		6/13/2022	2022
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. Subject areas include: English Language Arts, Mathematics, History/Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. English Language Development (ELD) is provided to English Learners. 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."	"No barriers preventing Hope from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities."	"Hope continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services."	Met		6/15/2022	2022
31669513130168	Horizon Charter	7	"All students' (TK-12) course of study is captured in the school's Student Information System by tracking student's subject matter class enrollment and their Independent Study Master Agreements. Master Schedules at the High School are analyzed and evaluated through a collaborative equity walk to ensure that all students have access to the full scope of offered classes.  Student reports are available through the SIS to be used to evaluate and internally audit program participation.  Graduation requirement indicators and College and Career Indicators are used to all high school students, unduplicated student groups and students with exceptional needs. Broad common assessment local measures are used to evaluate students Academic and Social Emotional needs in order to pinpoint needs and drive enrollment in specified programs in alignment with identified needs for all groups, individuals, and individuals with exceptional needs."	"As a predominantly Independent Study Charter School, great care is given to each individual to personalize their course of study. Due to the individualized nature of our school, we are in the early implementation stages of analyzing groups of students in relation to programs offered. We anticipate that through an analysis of differences in participation to a broad course of study, we will be able to focus our efforts to provide greater access and recruitment into course opportunities that align to graduation requirements, college and career indicators and Social Emotional Learning."	"Barriers preventing access predominantly reside in the individualized approach to each course of study. By sharing and understanding data patterns representing groups of students, focused efforts can take place to address patterns of need."	"Through grade span Professional Learning Communities, disaggregated data reports will be reviewed to understand programmatic access and priorities, especially for any identified group of students with needs."	Not Met		10/20/2022	2022
54719510000000	Hot Springs Elementary	7	"Once again, with only 13 students it is very easy to track and monitor each student. This is done by teachers and administrator. Hot Springs uses a local survey for parents and students that covers the required areas and local needs. The surveys are completed anonymously for parents and students. The results are compiled and reported to staff, parents, community and school board."	"With the very few students we have enrolled, it is very easy to track and monitor each student. This is done by teachers and administrator. This has not changed for several years. The district only has one school."	At this time the district has not identified any barriers and the process is working effectively.	"No changes are identified or planned to be changed. However, if a problem does appear, the district staff woulod address it very quickly."	Not Met		10/11/2022	2022
28662580000000	Howell Mountain Elementary	7	"Howell Mountain ESD has an art/ music teacher who provides opportunities for K-8 students to be exposed to fine arts. The district is lacking foreign language instruction; however informal foreign language is taught throughout the day. College/ Career exploration is provided through assemblies, field trips and college and career fairs."	"Howell Mountain ESD is a small, rural school, comprised of 100 TK-8 students. All students receive access to all subjects. In addition, all students receive art, drama, and music lessons. The district is planning on providing foreign language instruction by 2023-24."	The most significant barrier to providing access to a broad course of study for all students is recruitment of a foreign language teacher.	"Howell Mountain ESD will revise the LCAP to support recruitment of a foreign language teacher. In addition, we will add an action that will measure progress on this goal."	Met		6/16/2022	2022
56724620000000	Hueneme Elementary	7	"HESD will utilize the following locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study: Junior High: Master Schedule, Teacher Credentials, Student Rosters - Electives, Student Rosters - Enrichment Activities/Programs Elementary: School-wide Daily Schedules, PE and Music Specialist Schedules, Student Rosters - Enrichment Activities/Programs"	"A review of the locally selected measures and tools (identified in Question1) shows 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 student 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 has 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.	Met		6/27/2022	2022
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."	"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."	Barriers analysis will to be determined by the new leadership.	This will be determined by the new leadership.	Not Met		10/11/2022	2022
50755490000000	Hughson Unified	7	#NAME?	"-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."	Met		6/14/2022	2022
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.	Met		6/6/2022	2022
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."	"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 2022-23 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."	Met		6/20/2022	2022
39686270126755	"Humphreys College Academy of Business, Law and Education"	7	"All students in grades TK-5 receive art, music, and PE in addition to core subjects. In our secondary schools, we use multiple means to track the extent to which all students have access to, and are enrolled in, a broad course of study. ABLE uses PowerSchool student information system to track all student's course enrollment for all grade spans and all student groups. High School Individualized Four-year Plans to ensure that students fulfill graduation/A-G requirements; and individual planning meetings with the school counselor and college and career advisor. Data on graduation rates, dual enrollment, and A-G completion rates are presented to the Board yearly."	ABLE is a single site LEA with 1200 students enrolled in K-12 grade spans. All students have the same access to and are enrolled in all course targeted for their specific grade-level standards and requirements	ABLE has no barriers preventing the LEA from providing access to a broad course of student for all students	"Since ABLE provides full access to a broad course of study for all students, at this time has no plans for revisions or new actions that are needed to ensure access."	Met		6/29/2022	2022
30665300000000	Huntington Beach City Elementary	7	"This metric is tracked through the Aeries Student Information System (SIS) using various reports and data summaries for this purpose. The only variances in student access to a broad course of study are noted when a student has need and recommendation for enrollment in an intervention program or specialized course based on specific Individualized Education Plan (IEP) goals or English language development goals. Students learning progress in specialized courses are carefully monitored and course placement is adjusted as needed based on individual student needs, and, in collaboration with parents/guardians."	"As a district, we do not see these specialized course placements as barriers to accessing a broad course of study given that these placement decisions are mutually agreed upon in the best interest of the student with parents/guardians and the school education team. Monitoring of English learners, reclassified students, and students with IEPs is ongoing to ensure that the most appropriate and rigorous placement occurs for each student, during each term of the school year.   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."	HBCSD continues to examine math course pathways as an opportunity to mitigate barriers to more rigorous course of study for all students.	HBCSD will decrease the number of math levels to increase rigor in its math classes and provide training to middle school math and specialized academic instructors on learning progressions so that all math students have access to rigorous math content to prepare them for high school and beyond.	Met		6/21/2022	2022
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 deficiency 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	"HBUHSD remains focused on improving access for all students to a broad course of study. During the 2021-22 school year, 1,224 students enrolled in College Credit Courses at Golden West College earning a combined total of 5,194 college credits. The number of students taking Advanced Placement Exams in 2020-21 was 3,298. Our AP pass rate was 68.5%. 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 2020-21 four-year cohort graduation rate was 93.1% for all students. The graduation rate of our six comprehensive high schools was 95%.  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. 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 school climate initiatives  g. Refine the needs assessment data review and school planning guidance for sites"	Met		6/28/2022	2022
12628850000000	Hydesville Elementary	7	"1.  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."	"2. 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."	"3. No barriers were identified. As the LEA is a small single school district, all student groups are offered the same services and access."	4. 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.	Met		6/29/2022	2022
19646340120303	ICEF Inglewood Elementary Charter Academy	7	"ICEF Inglewood Elementary Charter Academy (IIECA) serves approximately 355 students in grades TK-5 with the following demographics: 73% African American, 23% Hispanic, 3% 2+ Races, 7% Students with Disabilities (SWD), 9% English Learners (EL), 1% Foster Youth (FY), 4% Homeless Youth (HY), and 92% Socioeconomically Disadvantaged (SED).  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."	"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, Coding, and Dance 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."	Met		6/16/2022	2022
19647330117952	ICEF Innovation Los Angeles Charter	7	"ICEF Innovation Los Angeles (IILA) currently serves 268 students in grades TK-5.  Our student demographics include: 48% African American, 51% Hispanic, of which 10% are Students with Disabilities (SWD); 23% English Language Learners (EL); 4% Foster Youth (FY); 6% Homeless Youth (HY), and 97% 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.    IILA 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 school’s educational program.   IILA uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Innovation Los Angeles Charter School, all students in grades TK-5 have access to and are enrolled in ELA (social studies embedded), mathematics, science, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in Art, Music, and STEM courses. There are no differences in accessibility to courses, across student groups at ICEF Innovation Los Angeles Charter School."	"Currently, 100% of the students have access to a broad course of study and ICEF Innovation Los Angeles Charter School will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of ICEF Innovation Los Angeles Charter School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
19647336117048	ICEF View Park Preparatory Elementary	7	"ICEF View Park Preparatory Elementary School is a tuition-free public charter school that serves approximately 439 students in grades TK-5 with the following demographics: 89% African American, 9% Hispanic, 6% Students with Disabilities (SWD), 3% English Learners (EL), 1% Foster Youth (FY), 2% Homeless Youth (HY), and 93% Socioeconomically Disadvantaged (SED). 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 demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF View Park Preparatory Charter School, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in an Art and Dance course. There are no differences to accessibility to courses, across student groups at ICEF View Park Preparatory Charter School."	Currently 100% of the students have access to a broad course of study and ICEF View Park Preparatory Charter School will continue to monitor this to ensure no barriers arise to change access.	"Due to the current success of ICEF View Park Preparatory Charter School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
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 serves approximately 403students in grades 9-12 with the following demographics: 92% African American, 6% Hispanic 18% Students with Disabilities (SWD), 0.4% English Learners (EL), 1.2% Foster Youth (FY), 0.5% 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 used by counselors, Advisory teachers, students and parents/guardians to monitor if the student is on track to graduate.  This applies all students, and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study."	"An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF View Park Preparatory Charter High School all students are enrolled in ELA, mathematics, science/lab science, History, physical education. In addition, our students also have access to and enroll in college preparatory electives, 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 to accessibility to courses, across student groups at ICEF View Park Preparatory Charter High School."	Currently 100% of the students have access to a broad course of study and ICEF View Park Preparatory Charter High School will continue to monitor this to ensure no barriers arise to change access.	"Due to the current success of ICEF View Park Preparatory Charter High School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
19647336121081	ICEF View Park Preparatory Middle	7	"ICEF View Park Preparatory Middle School is a tuition-free public charter school that serves approximately 296 students in grades 6-8 with the following demographics: 92% African American, 5% Hispanic, 2%2+ Races, 14% Students with Disabilities (SWD), 2% English Learners (EL), 1% Foster Youth (FY), 2% Homeless Youth (HY), and 93% Socioeconomically Disadvantaged (SED).  ICEF View Park Preparatory Charter Middle School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF View Park Preparatory Charter Middle School’s educational program.   ICEF View Park Preparatory Charter Middle School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed."	"An analysis of the measures listed above 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 to accessibility to courses, across student groups at ICEF View Park Preparatory Charter Middle School."	Currently 100% of the students have access to a broad course of study and ICEF View Park Preparatory Charter Middle School will continue to monitor this to ensure no barriers arise to change access.	"Due to the current success of ICEF View Park Preparatory Charter Middle School in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
19647330117937	ICEF Vista Elementary Academy	7	"ICEF Vista Elementary Academy (IVEA) established in 2008 is a tuition-free, public charter school and serves approximately 294 students in grades TK-5 with the following demographics: 96% Hispanic, 3% African American, 1% Asian, 15% Students with Disabilities (SWD), 36% English Learners (EL), 2% Foster Youth (FY), 4% Homeless Youth (HY), and 96% 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."	"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 Typing course. There are no differences in accessibility to courses across student groups at ICEF Vista Elementary Academy."	"Currently, 100% of the students have access to a broad course of study and ICEF Vista Elementary Academy will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of ICEF Vista Elementary Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/16/2022	2022
19647330115287	ICEF Vista Middle Academy	7	"ICEF Vista Middle Academy established in 2008 is a tuition-free, public charter school and serves approximately 205 students in grades 6-8 with the following demographics: 93% Hispanic, 4% African American, 3% White, 11% Students with Disabilities (SWD), 29% English Learners (EL), 2% Foster Youth, 4% Homeless Youth (HY), and 97% Socioeconomically Disadvantaged (SED).    ICEF Vista Middle Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Vista Middle Academy’s educational program.   ICEF Vista Middle Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Vista Middle Academy, all 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, Typing and Guitar 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."	Met		6/16/2022	2022
43696176048045	Ida Jew Academies	7	Ida Jew Academy uses the “master schedule” to monitor and ensure that all students have access to a broad course of study. The school also provides enrichment classes in grades TK-5 and  offers elective classes in grades 6-8 to support student interests and access.	"Students in elementary and middle grades will have access and are enrolled in all core subject areas, including designated English Language Development for English learners. Based on the school's master schedules, 100% of the students have access and are enrolled in a broad course of study."	One of the barriers we noticed was the need to do an analysis in demographics of students who are advanced classes and programs such as ALAS Dual Language Immersion as demonstrated in the master schedule.  We will ensure that we are equitably serving and increasing our EL and/or Latino Hispanic students’ participation in a broad course of study.	"Ida Jew Academy will be reviewing student access to a broad course of study through an equity lens working with the Mount Pleasant Elementary School District Diversity, Equity, Inclusion, and Belonging Advisory group and SEL districtwide.  Recommendations for changes in procedures and practices may result from this review. Ida Jew Academy will further study the demographics of students in advanced classes and programs like ALAS to increase the participation of underserved students."	Met		6/22/2022	2022
36678760121343	iEmpire Academy	7	Current measures in place to ensure all students have access to and are enrolled in a broad course of study include: - Adoption and implementation of a school wide subject area schedule that equal or exceed state mandated instructional minute requirements for all core subjects. - Adoption and implementation of daily instructional minutes for designated ELD in grades TK - 5th. - A differentiated block of reading instruction where students in grades 1st- 5th receive instruction at the specific reading level.	The differences across our school sites are notated by the grade levels below that are included for each measure. All student groups within each grade level have access to the measures below unless noted otherwise.   - Adoption and implementation of a school wide subject area schedule for each grade level on campus grades (TK-5th).  - Adoption and implementation of daily instructional minutes for designated ELD in grades (TK - 5th). - A differentiated block of reading instruction where students in grades (1st- 5th) receive reading instruction at their specific reading level.	"A barrier that prevents the school from providing access to a broad course of study for all students includes regular student attendance. Due to chronic absenteeism, students are not able to regularly access the implemented broad course of study offered at iEmpire Academy."	"Action steps put into place to address the barrier (i.e. regular student attendance) for all students to be able to access a broad course of study on a regular basis include the following:    - Weekly, monthly, and quarterly attendance incentives such as free dress passes, activities/events, and award recognition.  - Monthly attendance incentives for families including prize raffles.   - Schoolwide marketing campaign focused on the promotion of the importance of regular daily attendance through the use of marketing materials (i.e. flyers, banners, digital media, etc.)"	Met		6/22/2022	2022
45700290000000	"Igo, Ono, Platina Union Elementary"	7	All students have access to required courses as verified by the site administration.	All students have access to required courses as verified by the site administration.	N/A	N/A	Met		6/27/2022	2022
19753090138297	iLead Agua Dulce	7	"In grades TK-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: -Individualized Learning plans (ILPs), revised at least once per semester  -Presentations of Learning (POLs), presented by each learner at the end of each year"	"All learners have access, and are enrolled in, a broad course of study as defined by EC sections 51210 and 51220(a)-(i), as all courses offered intentionally follow those codes. All learners identified as unduplicated pupils, as well as individuals with exceptional needs are served via push in services in their classrooms. No learners are removed for services. The use of Individualized Learning plans (ILPs) encourages learners to continually set goals for achievement. Presentations of Learning (POLs) completed at the end of each year, are comprised of cross-curricular materials and projects. Learners present on knowledge gained during the year, as well as discussing plans for academic courses for the following year."	There are no barriers that would prevent the LEA from providing access to a broad course of study for all students.	"While there are no new actions needed to ensure access to a broad course of study for all learners, there will be continued support to ensure all learners complete courses successfully."	Not Met		10/25/2022	2022
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 Plan (ILP) reviewed monthly - Presentations of Learning (POLs), presented by each learner at the end of each year - Measures of Academic Progress, a computerized, norm-based adaptive benchmark test taken by all students.  In 21-22, reading and math interventionists were hired to provide scaffolded support to learners approaching goals.   AV Explortion was developed and implemented in 21-22.  This program supplies all learners with the same standards based curriculum across all grade levels (for math, ELA , history and science) and a laptop with a subscription to BrainPOP provided. Project Based Learning (PBL), Presentations of Learning (POL), twice a week multi-age in-person workshops and small group tutoring are also held.  Learners also have access to daily direct instruction time virtually with their EF in grades TK-3.  Grades 4-8 have access to online time with their EFs weekly for direct instruction.  Learners are assigned to their facilitator by grade level spans: TK-K, 1-2, 3-4, 5-6, and 7-8th."	"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 Plan (ILP) reviewed monthly - Presentations of Learning (POLs), presented by each learner at the end of each year - Measures of Academic Progress, a computerized, norm-based adaptive benchmark test taken by all students.  In 21-22, reading and math interventionists were hired to provide scaffolded support to learners approaching goals.   AV Exploration was developed and implemented in 21-22.  This program supplies all learners with the same standards based curriculum across all grade levels (for math, ELA , history and science) and a laptop with a subscription to BrainPOP provided. Project Based Learning (PBL), Presentations of Learning (POL), twice a week multi-age in-person workshops and small group tutoring are also held.  Learners also have access to daily direct instruction time virtually with their EF in grades TK-3.  Grades 4-8 have access to online time with their EFs weekly for direct instruction.  Learners are assigned to their facilitator by grade level spans: TK-K, 1-2, 3-4, 5-6, and 7-8th."	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, a Multi Tiered Support System (MTSS) was developed and there will be continued support to ensure all learners complete courses successfully."	Not Met		10/5/2022	2022
19646670125559	iLEAD Lancaster Charter	7	"In grades TK-8, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: -Individualized Learning plans (ILPs), revised at least once per semester, 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. 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."	Not Met		10/27/2022	2022
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. iLEAD Online continues to add courses in AP, CTE and expanded electives beyond the core curriculum."	There are no barriers preventing the LEA from providing access to a broad course of study for all learners.	"iLEAD Online continues to add courses in AP, CTE and expanded electives beyond the core curriculum.  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."	Not Met		10/20/2022	2022
01611920137646	Impact Academy of Arts & Technology	7	Impact Academy of Arts and Technology (IA) requires all students meet California’s A-G requirements in order to graduate. All of our students are eligible to take rigorous college focused classes.  Our college counselors work with students through their tenure at IA to ensure they take the classes necessary to meet the A-Gs.	Impact Academy of Arts and Technology (IA) is a charter school focused on providing a college preparatory curriculum for its students.  Approximately 60% of IA’s students in the 21-22 school year qualified for free or reduced price lunch.  100% of our seniors applied to 4 year colleges and 93% were accepted.	IA provides a rigorous college focused curriculum for all of our students.	We are celebrating our students’ success in meeting the A-G requirements and getting accepted to college.	Not Met		11/10/2022	2022
37683956040505	Imperial Beach Charter	7	"We are a dependent charter that is TK-8th grade. Our student information system is Synergy which we use to track all class rosters and attendance for all our classes. For TK-6th grade, core content areas are taught which include but are not limited to: ELA (Reading/Writing), Science, Math, History Social-Science, Physical Education, Social and Emotional Learning, Designated ELD. All our TK-6th grade students receive weekly VAPA/STEM lessons. In 7th and 8th grade, the students receive ELD, Math, Social Science, Science, English, World Cultures, US History, Physical Education, an Advisory Period, Nutrition Break, and lunch. There is also an ASB. SEIS is the platform that is used for students that currently have an Individualized Education Plan. Through consistent classroom walk throughs and observations, we ensure that daily and master schedules and content areas are being taught and implemented."	"Our TK-6th grade system is similar to the district in terms of registration based on school of residence and the transfer process. However, our middle school acceptance system is different. It is a tiered lottery system. First, it is open to existing Imperial Beach Charter School students. Next, to any student within the South Bay Union School District. If there are spots still available, then the lottery will be opened to students outside of the school district. Middle School sports are also part of IBCS and we are a part of the Sweetwater Middle School leagues. The types of sports change every year. This is based on student interest. Some of the sports for example can be volleyball, flag football, baseball, soccer, basketball, cheerleading, cross country.  Master and daily schedules are created and collected to ensure that all core content areas are being taught and instructional minutes are being met. Through consistent classroom walk throughs and observations, we ensure that daily schedules and content areas are implemented. Our case managers for students with an IEP work collaboratively with the classroom teacher both at the elementary and middle school to ensure that the students are still receiving access to all core content areas and are not missing a subject because they are receiving their instructional minutes addressed on their IEP.  During our integrated ELD time frame for our English learners, no new instruction or core content is being taught during this time."	We would be in support of increasing our middle school to be able to include electives and additional classes. This would mean the hiring of additional staff that would be credentialed to teach such electives. We would also need to increase the facilities space that is currently our middle school area to still create a private space for our students to experience a middle school setting with their peers. We would also need to rely on consistent funding that would allow for sustainability of the expansion of the middle school.	"We have hired additional staff to support students academically with Tier 2 supports in both academic content areas as well as with social and emotional needs. This will allow for all students to have access to core content areas. The monitoring of schedules and having the knowledge as an administrator what content area should be taught is critical in the process of ensuring that all students have access to a broad course of study. We have various opportunities for our educational partners to voice their concerns, share their ideas and provide general input through site based and district-based committees such as ELAC, SSC, LCAP Advisory Board and through our site based listening tours which are led by our Superintendent."	Met		6/9/2022	2022
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. Counselors also utilize students incoming transcripts, Measures of Academic Progress (MAP) and state assessments to develop students’ individual academic achievement plan. Student academic growth is monitored on an ongoing basis and all high school students can request enrollment in credit recovery courses at any given time."	"All students at ICOE's Alternative Education and Center for Exceptional Children have access to and are enrolled in a broad course of study. Secondary students have access to all core subjects, CTE courses, and electives required for high school graduation. Honors and Advanced Placement courses are offered in all core subjects via Edmentum. Enrollment in Honors or AP courses are based on student and or parent request.  Our students also have access to Work-Based learning."	No barriers have been identified in this area for Alternative Education. Online courses have been adopted to ensure students have access to all courses at any given time. We continue to provide a wide access to classes so students can receive a full learning experience and are more likely to graduate and be better prepared for higher education and/or the workforce.	"Administration 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, and intervention courses. All CTE courses are A-G approved and the patient care pathway is approved to be an A-G Honors Course."	Met		6/27/2022	2022
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. Counselors also utilize students' incoming transcripts, Measures of Academic Progress (MAP) and state assessments to develop students’ individual academic achievement plans. Student academic growth is monitored on an ongoing basis and all high school students can request enrollment in credit recovery courses at any given time."	"All students have access to and are enrolled in a broad course of study. Secondary students have access to all core subjects, CTE courses, and electives required for high school graduation. Honors and Advanced Placement courses are offered in all core subjects via Edmentum. Enrollment in Honors or AP courses are based on student and or parent request."	Online courses have been adopted to ensure students have access to all courses at any given time. We continue to provide a wide access to classes so students can receive a full learning experience and are more likely to graduate and be better prepared for higher education and/or the workforce.	"Administration 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, and intervention courses. All CTE courses are A-G approved and the patient care pathway is approved to be an A-G Honors Course."	Met		6/27/2022	2022
13631640000000	Imperial Unified	7	"IUSD purchased master scheduling software called Cardonex for the middle and high school during the 2021-2022 school year to ensure all that student groups have access to a broad course of study. We are in the early stages of creating master schedules for the 2022-2023 school year that are equitable and staffed appropriately.  Additionally, 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 are unavailable via queries. Information on student participation was compiled by reviewing established class schedules and 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. 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 where 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 8th graders participate in a health unit on sex education   All students at Imperial High School have access to all courses if they meet the minimum requirements. Certain courses must be taken in a given sequence (Math, Science Foreign Language, and CTE courses). In the 2020-2021 school year, the District added a dedicated Health/Get Focused Stay Focused course that all ninth graders must take."	"At the elementary level, the main barrier is time. Providing a broad course of study for students 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. Access to all students has been foremost among the administrator’s goals."	"The District has made significant progress this year in developing our Career Technical Education (CTE) Pathways. Counselors, teachers, and district and school leaders held meetings to strengthen and expand our pathways. During these meetings, we looked at data on CTE completers, the master schedule, course guides, and special student populations. These conversations led to the development of a new Health Pathway called Patient Care. Additionally, we have added events to attract new students and advertise what’s available.    At the elementary level, we piloted a new art program at Ben Hulse for students by using a contracted artist to come in and teach lessons in the classroom. This program will be extended to the other two elementary sites next year. Surveys were conducted to determine each student’s satisfaction with the program. The District is also starting its second year of the Dual Immersion program at Cross Elementary School. This program is very popular with our students and parents, and we hope to see it expand in the future."	Met		6/16/2022	2022
13631230122663	Imperial Valley Home School Academy	7	"Imperial Valley Home School Academy tracks progress in meeting Priority 7 standards by reviewing course, workshop, and elective offerings to assess the extent to which all student have access to and are enrolled in a broad course of study."	"Imperial Valley Home School Academy (IVHSA) is a public charter school, authorized by the California State Board of Education, and is a personalized learning Independent Study program serving students from transitional kindergarten through 8th grade.   Imperial Valley Home School Academy’s focus is developing and implementing independent study programs that expand educational opportunities for all students. Parents are responsible for the day-to-day instruction of their children under the guidance and support of a credentialed teacher. A wide variety of educational supports including workshops, tutoring, electives, as well as field trips, social events and guest speakers are provided to aid students in reaching their educational goals.  All IVHSA students in grades TK-8 are enrolled in a broad course of study. IVHSA offers access in the seven areas identified as a broad course of study for grades 1-6."	"The Imperial Valley Home School Academy Charter supports parents as the teacher of their child. Parents are supported with curriculum and lessons as well as workshop offerings, electives, and field trips to provide a broad course of study."	"IVHSA continually analyses and designs the Workshops, electives, and field trips offered to students and will continue to ensure access to a broad course of study."	Met		6/28/2022	2022
36677360130948	Independence Charter Academy	7	"Through the use of Edmentum software which is aligned to California State Standards, students are tracked for usage of the program. The software provides information related to the standards that supports the knowledge that students need in order to gain mastery of the concepts required at that grade level by the state of California. All students no matter what grade level or need is required are served and provided the opportunity to access a Broad Course of Study."	"With Edmentum, students are able to pursue as much information as they would like or as little as needed to pass the standard for the grade level. The use of Edmentum is defined by the school and publisher at a minimum level or by the student at a maximum level."	N/A. All students are able to gain whatever access that they need or desire.	No adjustment is required because all students have access to a broad course of study all of the time.	Met		6/29/2022	2022
09618950000000	Indian Diggings Elementary	7	With an ADA of 20 or less it is the practice of the district to individualize each student’s course of study to fit their needs. Students are not confined to a grade level for all subjects and are able to be placed as needed and moved when ready.	"All students have access to all courses such as daily math, reading, and writing with weekly instruction in history, science, grammar, spelling, handwriting, music, art, PE, social emotional strategies, and health."	"Staff availability is the sole barrier to access. At times, due to the rural nature of the district skill specific staff are not hired and courses are not provided to any students."	"It has been the policy of the LEA for decades that all students are enrolled in all courses. This is possible as the district has an average ADA of less than 20 and one certificated staff for decision making, so students are included at all times."	Met		6/8/2022	2022
19647330121137	Ingenium Charter	7	"The local tools used to determine student access to a broad range of study include: master schedules and student rostering processes as well as Tier 1 Walkthrough tools to measure fidelity of classroom core content. These tools allow the school to ensure that students are enrolled in appropriate grade levels as well as ensuring that all students receive the appropriate content area instruction. At the elementary level, this means observing students in Art and PE in addition to monitoring the classroom for evidence of math, ELA, science, history, and ELD instruction. In addition, students who receive support for their IEP goals are not removed from core content, but receive additional support during in class or targeted pull-out during intervention blocks."	All students have access to a board course of study. There are no discrepancies across student groups.	N/A	The LEA will continue to monitor and ensure access via the selected tools.	Not Met		8/15/2022	2022
19647330127985	Ingenium Charter Middle	7	"The local tools used to determine student access to a broad range of study include: master schedules and student rostering processes as well as Tier 1 Walkthrough tools to measure fidelity of classroom core content. These tools allow the school to ensure that students are enrolled in appropriate grade levels as well as ensuring that all students receive the appropriate content area instruction. At the middle school level, this means ensuring students have a proper placement, particularly in an ELD class in the morning period that does not have a conflict with other core content. In addition, students who receive support for their IEP goals are not removed from core content, but receive additional support during that time or targeted pull-out during intervention blocks."	All students have access to a broad course of study. There are no discrepancies across student groups.	N/A	The LEA will continue to monitor and ensure access via the selected tools.	Not Met		8/15/2022	2022
19734370137240	Ingenium Clarion Charter Middle	7	"The local tools used to determine student access to a broad range of study include: master schedules and student rostering processes as well as Tier 1 Walkthrough tools to measure fidelity of classroom core content. These tools allow the school to ensure that students are enrolled in appropriate grade levels as well as ensuring that all students receive the appropriate content area instruction. At the middle school level, this means ensuring that students are enrolled in a designated ELD class during the morning period and that it doesn't conflict with any other core content. In addition, students who receive support for their IEP goals are not removed from core content, but receive additional support during that time or targeted pull-out during intervention blocks."	All students have access to a broad course of study. There are no discrepancies across student groups.	N?A	The LEA will continue to monitor and ensure access via the selected tools.	Not Met		8/15/2022	2022
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,school schedules, and Aeries Graduation/College Readiness tracker 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 map out and review a 4-year academic plan with each student which structures and maintains the student’s desired academic pathway. Students and their parents can view the 4-year academic plan and monitor progress towards meeting graduation and A-G requirements through the Aeries student and parent portal. 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 school site course interest survey.  These surveys are used to develop the master schedule. Our elementary and middle school offer educational opportunities that enhance the core instructional program.  Students are surveyed to ask their interest.  Standards-aligned educational and content offerings are developed to align with students’ interests."	"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 IUSD 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.  IUSD started a partnership in Spring 2022 with the The National Equity Lab to offer courses at top tier universities in order to enhance access to"	"Currently, the barriers affecting access to course offerings are fiscal, our declining enrollment, and other options including lack of time during the school day.  Staffing challenges/ shortages that are impacting districts throughout the country are barriers that IUSD District staff continue to work to resolve."	"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."	Met		6/29/2022	2022
36679590114256	Inland Leaders Charter	7	"ILCS uses the Aeries scheduling system to register students in their course of study. The administration has created an online document that provides extensive data on student needs and interests for the master schedule team. Students who require support classes are filtered through an SST process that utilizes local and state data to determine appropriate placement. With a small population of students, ILCS makes a great effort to assign the appropriate coursework for all students including accelerated classes starting at the 3rd grade as well as intervention classes starting in kindergarten. Summer school is also offered in the kindergarten through eighth grades for students who require additional academic support and students are assigned through the use of state and local benchmark assessment data and teacher recommendation. All students in are provided access to the after-school enrichment electives. Students with disabilities are rostered to the general education classes as part of the ""inclusion"" program."	All students have access to all coursework including moderate to severe needs students. Some voluntary after-school electives may be limited by class size or time conflicts with after-school interventions.	"Possible barriers for a broad course of study include the attendance of at-risk students to attend supplemental classes after the traditional school day or during the summer session. In addition, the administration recognizes that students on independent study may have limited access to site-based resources. Career Technical Education (CTE) courses are also being explored as part of the curricular day to better enhance career readiness for middle school students. ILCS will be implementing leadership courses for all students to access during their course of study."	Middle school students are rostered to intervention courses provided before and after school and taught by credentialed teachers as part of their instructional program. A second integrated math honors course was added to the master schedule to address the population of our students. Additional credentialed staff were provided to support math and reading intervention in middle school.	Met		6/27/2022	2022
37683380118083	Innovations Academy	7	"As an inquiry-based charter school, our students have access to an incredibly broad range of study. We have a program that involves students in five different enrichment classes (art, ceramics, Spanish, engineering, environmental studies). We also engage them in hands on core content oriented projects and we record students’ access to this course of study by tracking the standards addressed in projects/ classwork across the years, ensuring that students have a wide range of field experiences and project topics over their time at IA. We do this through a shared document that teachers review at the beginning of the school year when planning projects, field trips and guest speakers."	"As an inquiry-based charter school, our students have access to an incredibly broad range of study. We have a program that involves students in five different enrichment classes (art, ceramics, Spanish, engineering, environmental studies). We also engage them in hands on core content oriented projects and we record students’ access to this course of study by tracking the standards addressed in projects/ classwork across the years, ensuring that students have a wide range of field experiences and project topics over their time at IA. We do this through a shared document that teachers review at the beginning of the school year when planning projects, field trips and guest speakers."	"Being a full-inclusion school, unduplicated students and students with exceptional needs are included in the same course of study as all other students. Our instructors utilize the Common Core, Next Generation Science, and History Social Studies Content standards to ensure students are accessing a broad course of standards. The only barrier we’ve identified to providing a broad course of study are time constraints. We will continue to work with our staff to plan effective use of time and resources."	"Being a full-inclusion school, unduplicated students and students with exceptional needs are included in the same course of study as all other students. Our instructors utilize the Common Core, Next Generation Science, and History Social Studies Content standards to ensure students are accessing a broad course of standards. The only barrier we’ve identified to providing a broad course of study are time constraints. We will continue to work with our staff to plan effective use of time and resources."	Met		6/28/2022	2022
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, Technology, 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.	Met		6/16/2022	2022
37684030125401	Insight @ San Diego	7	Met: Insight utilizes its School Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Graduation Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.  School counselors hold a Cougar Conference each trimester with their students to review the grad plan as well as discuss future goals.	"Met: Insight utilizes its School 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 Graduation Plan process to ensure that students have the ability to review with a school counselor on a trimester schedule.  The school added Geometry to their course list beginning with 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: 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."	Met		6/13/2022	2022
39686270133116	Insight @ San Joaquin	7	Met: Insight utilizes its School Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Graduation Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.  School counselors hold a Cougar Conference each trimester with their students to review the grad plan as well as discuss future goals.	"Met: Insight utilizes its School 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 Graduation Plan process to ensure that students have the ability to review with a school counselor on a trimester schedule.  The school added Geometry to their course list beginning with 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: 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."	Met		6/13/2022	2022
15636280127209	Insight School of California	7	Met: Insight utilizes its School Counseling staff to ensure that all students are enrolled in needed courses for graduation from a DASS High School.  Graduation Plans are created and reviewed with students and families to ensure understanding of courses needed for graduation based on transcripts provided.  School counselors hold a Cougar Conference each trimester with their students to review the grad plan as well as discuss future goals.	"Met: Insight utilizes its School 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 Graduation Plan process to ensure that students have the ability to review with a school counselor on a trimester schedule.  The school added Geometry to their course list beginning with 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: 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."	Met		6/10/2022	2022
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."	Not Met		10/10/2022	2022
37682210101360	Integrity Charter	7	All students participate in grade level standards based curriculum. Integrity Charter School uses state assessments as well as local assessments to gather information on how students are doing in terms of mastery with grade level standards based curriculum.	All students participate in CAASPP yearly summative assessments.	No barriers have been identified.	"We will continue to support students with Academic Support Teachers to provide small groupings, monthly data analysis during PLC's, data talks during coaching cycles, and instruction is adjusted according to student needs."	Met		6/13/2022	2022
19101990134346	Intellectual Virtues Academy	7	IVA High utilizes our student information system to schedule students. 100% of students receive access to a broad course of study.	IVA High provides 100% access to a broad course of A-G study.	"Since IVA High is a small school with small class sizes, we cannot offer on campus the same scope of electives larger schools can.  We utilize our College Connect program to provide our upper class with access to college courses to widen the scope."	Strengthen our College Connect program to include CSU Long Beach.	Met		6/22/2022	2022
19647250127506	Intellectual Virtues Academy of Long Beach	7	"IVA LCAP Goal 1: All students will be provided with rigorous content instruction to achieve academic progress on the Common Core State Standards across content areas.  Background for IVA Charter Standards-aligned material requirements: The Williams case requires that teachers are properly credentialed in their subject and properly assigned to their classes. *Although E.C. 44258.9 is not applicable to charter schools, we will ensure all teachers are well­ qualified for electives. The state of California requires that students are enrolled in core content courses with adequate number of instructional minutes. Elective courses provide opportunities for career and college readiness. Standards aligned materials provide access to the curriculum and content and are required by the Williams case. Identified Need: Student learning is supported in an environment that is clean, safe, and functional. The Williams case requires that teachers are properly credentialed. IVA reviews all transcripts through an internal audit when creating the matrix of classes."	IVA utilizes a schedule of courses internal audit to determine whether all students have access to a broad course of study. Based on the internal audit 100% of students are enrolled in appropriate classes. Internal audit and formal audit demonstrate compliance with instructional minutes. All students have access to each course of study with exception to elective or exploration courses that are determined based on fit within the schedule and constraints. Elective or exploration courses are outside of the broad course of study review.	"IVA is a small school site that provides 6 courses to each student. The only barrier that might have prevented access to a broad course of study is the current project putting an elevator into the building. To address ADA access concerns, IVA classrooms are shared between teachers who move around the building to provide a broad course of student on both levels of the building until the elevator is finalized."	"IVA will continue to seek facility improvements to ensure that not only do students have access to a broad course of study, but teachers are able to teach their subject matter without moving from one room to another. 100% of students are enrolled in appropriate classes. Internal audit and formal audit demonstrate compliance with instructional minutes."	Met		5/25/2022	2022
30103060139469	International School for Science and Culture	7					Not Met			2022
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."	"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 IB Primary Years Programme (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 IB Middle Years Programme (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."	"Simply put, there are no barriers. ISM has a 21-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.  OVERALL- MET"	Met		6/14/2022	2022
07100740137026	Invictus Academy of Richmond	7	"All students take the same set of courses which cover pre- A-G and A-G courses, regardless of Special Education or EL status. All students on a pathway to complete A-G by graduation. In electives and clubs, students choose their courses based on interest. 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. Every year in the Spring we predict course placement for the following year and track grades and course completion to build the schedule and course offerings for the following year."	"Every student is on the same A-G completion pathway. Currently there are no disparities in progress toward A-G across subgroups. In 2023-24, students will have an Art course, and we look forward to providing more course opportunities as our enrollment grows."	Some students are recovering from the year of distance learning and may need to re-take some courses. Our small size keeps us from being able to offer more choices for students in course offerings.	"Invictus is planning to offer Art in 2023-24. CTE will be built out as we grow to the 11th and 12th grades, beginning in the 2023-24. We are also looking to change the foreign language program to have an in-person Spanish course."	Met		6/22/2022	2022
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 Edgenuitiy'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 the individual needs and goals of every student, including unduplicated and students with exceptional needs, for matriculation back into the district of residence. This plan is monitored by students and school staff."	"Based on transcript analysis and course availability, 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 students with exceptional needs and other broad supports for EL students diminishes the typical barriers for these groups and because of our small size, we can personalize a plan to meet the individual needs of every individual student at JKBS."	"Due to the small size of JKBS (typically an average of 8-13 students in grades 6-12), access to a broad course of study was once a challenge particularly because we have one teacher who teaches all grades; however. the LEA has purchased Edgenuity, an online learning platform, that provides students access to a broad course of study that meets the graduation needs of all students."	"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 has added a CTE pathway, college and career exploration, and workplace readiness course options for students which are challenging for schools of our small size. However, we are overcoming any barriers to access to a broad course of study."	Met		6/28/2022	2022
19734520120600	iQ Academy California-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, careers (MS only), music, and art. High school students have access to a variety of A-G approved electives. These are reviewed by teaching staff and administrative teams in monthly meetings to determine alignment with standards and student needs. 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 A-G approved courses, CTE courses, and credit recovery courses."	"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 students. Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE/high school 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. 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 and mobile hotspots and school supplies to students demonstrating need. 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."	Met		6/20/2022	2022
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."	"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 done to develop College and Career resources and the 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, during the school year and summer. 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 and;  e. Impact of COVID-19 on course offerings."	"Explore consistent funding of continued actions:  -Continue to pilot Equal Opportunity Schools (EOS) program at secondary level. -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."	Met		6/28/2022	2022
19734370134338	ISANA Achernar Academy	7	The LEA uses the Student Information System PowerSchool to ensure that all students are enrolled in a Broad Course of Study.	All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Met		6/14/2022	2022
19647330123984	ISANA Cardinal Academy	7	The LEA uses the Student Information System PowerSchool to ensure that all students are enrolled in a Broad Course of Study.	All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Met		6/14/2022	2022
19647330135954	ISANA Himalia Academy	7	The LEA uses the Student Information System PowerSchool to ensure that all students are enrolled in a Broad Course of Study.	All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Met		6/14/2022	2022
19647330108910	ISANA Nascent Academy	7	The LEA uses the Student Information System PowerSchool to ensure that all students are enrolled in a Broad Course of Study.	All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Met		6/14/2022	2022
19647330122655	ISANA Octavia Academy	7	The LEA uses the Student Information System PowerSchool to ensure that all students are enrolled in a Broad Course of Study.	All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Met		6/14/2022	2022
19647330123166	ISANA Palmati Academy	7	The LEA uses the Student Information System PowerSchool to ensure that all students are enrolled in a Broad Course of Study.	All Students have access to and are enrolled in a broad course of study because all students are enrolled in all classes.	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Met		6/14/2022	2022
16639336010466	Island Elementary	7	"All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We are a self-contained TK- 8th grade school district. The teacher of the class teaches all subjects to their students. Additionally we added an Ag Science class TK - 8th grade which really connected the students to Science Standards and hands on learning.  We added a band elective for 6th-8th grade which allowed all students access to an instrument, including students that would never otherwise have had this opportunity.  We brought back our league sports program, thus creating even more camaraderie and normalcy for our students after going two years without."	"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."	"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. Our teachers did a phenomenal job at keeping themselves healthy and safe so that they could be here for their students."	"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. We will continue to fund our Teacher on Special Assignment (TOSA) who provided instructional coaching, grade-level pacing, and assessment revisions, and monitor student data of progress and success. She was also instrumental in implementing a new reading intervention for our 4th-8th grade at-risk students, showing between one to three years growth in their independent reading level."	Met		6/22/2022	2022
19647330106351	Ivy Academia	7	"Ivy Academia has established high school diploma requirements as part of its charter which are in excess of those required by the State of California and UC/CSU A-G requirements. Additionally, the master schedule for all Ivy Academia students is inclusive of enrichment and intervention opportunities dependent on student need."	"All Ivy Academia high school students are enrolled in A-G coursework to be UC/CSU eligible upon graduation. Additionally, all students are enrolled in required core coursework and provided access to enrichment courses including art and business in line with our charter and mission."	Ivy Academia has no identified barriers to providing access to a broad course of study for all students.	Not applicable as all Ivy Academia students are provided access to a broad course of study.	Not Met		10/6/2022	2022
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 2021-22 school year gave a score of 100%.	"The self evaluation tool for the 2021-22 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 5-8 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.	Met		5/19/2022	2022
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. In the 22-23 school year, IvyTech will expand its foreign language offerings with the support of Edgenuity, thus expanding the broad course of study."	Met		6/30/2022	2022
12628930000000	Jacoby Creek Elementary	7	"As a small, single-school district, Jacoby Creek School 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."	"For the 2020-21 school year, 100% of 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. 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 have been no barriers to providing a broad course of subject to our students this year."	"The district will continue to offer a broad course of study to 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.  Our 6th-8th grade students have expressed their appreciation to have an elective portion in their weekly academic rotation when we are able to return to regular electives after the restrictions from the Covid pandemic have lifted.  Every year, we look to provide an option for an elective course that students are interested in learning about.  We will also continue to offer foreign language for seventh and eighth grade students."	No revisions or new actions are needed at this time.	Met		6/13/2022	2022
19647330109884	James Jordan Middle	7	"JJMS has fully implemented a course of study in all areas of the California State Content Standards. In comparison to other charter schools, JJMS provides a broader range of support for students with exceptional needs by including an Honors program as well as a Special Day Program for students with moderate to severe learning disabilities.  Also, JJMS offers Algebra 1 in 8th grade for the small number of students who are algebra-ready.  Metrics to monitor the access to a broad course of study include the iReady Diagnostic, the ELPAC, the CAST and the ELA and MATH SBAC testing results.  These sources of information provide feedback in all content areas except for History/Social Studies."	"Evidence from metrics is strong to support the successful access to and achievement in the CA state standards for Math, ELA, ELD and Science.  In History/Social Science, the school has adopted a state approved curriculum aligned with CA state standards.  All students take the full range of courses at each grade level."	"The greatest barrier to access to a broad course of study is the decline in the academic preparation of incoming 6th grade students.  In pre-pandemic years, about 32% of incoming 6th graders ranked Far Below grade level in ELA and Math.  In August 2021, 79% of incoming students ranked Far Below Grade level in math. This makes it difficult for most students to be prepared to take Algebra 1 in the 8th grade."	"During the 2022-23 school year, JJMS will offer extended learning opportunities including a morning program, and increase instructional time during Intersession for Winter and Spring breaks.  JJMS also plans to offer more parent education about the A-G required courses in High School and how to prepare for high school success during middle school years."	Met		6/16/2022	2022
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 , and bilingual instruction for students in K-8 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 constraints, staffing, facility space and time constraints have limited the options for Career Technical Education opportunities. Finding appropriately credentialed and consistent bilingual teachers and support staff is another barrier."	"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.To better support access to a broad course of study for all students, but principally direct at our unduplicated count students, the district has implemented a Curriculum and Instruction Instructional Coach, and added a math intervention specialist for support during the day. We have increased our paraprofessional support for our special education services both through pull out and push in inclusion support."	Met		6/29/2022	2022
37681550000000	Jamul-Dulzura Union Elementary	7	JDUSD is a small school district with an elementary school (TK-5) and a middle school (6-8). All students are assigned to a grade level general education class. We practice Universal Design for Learning (UDL) across both schools and therefore supports are pushed into the general education classroom for our unduplicated pupil groups and our students with exceptional needs based on their Individualized Education Plan. We are currently running two classes per grade level and therefore can see that each individual child is assigned to the appropriate grade level class.	"All students TK-8 that attend JDUSD have access and are enrolled in a broad course of study. This includes language arts, mathematics, science, history social studies, and physical education. Being that we only have 2 classes per grade level, teachers either plan curriculum together OR actually teach both sessions (ie middle school master schedule).  For our students with extensive needs access to a broad course of study is ensured by diverse curriculum in all core areas spanning the grade levels necessary to provide academic access per their determined IEP goals. Each classroom has the necessary curriculum tools to provide the diversified instruction for a variety of learners with extensive needs."	NA	"As stated in our LCAP, JDUSD is committed to ensuring all students have access to a broad course of study. See LCAP goal 1."	Met		6/22/2022	2022
19101990106880	Jardin de la Infancia	7	"All students K-1 have access to standards-aligned, curriculum and instruction. All students have access to a core broad course of study."	"Jardin 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 meetings and reports to stakeholders and the public through the Dashboard."	There are no barriers preventing the LEA from providing access to a broad course of study for all students.	Jardin will continue to monitor and ensure that all students are enrolled in a broad course of study.	Met		6/16/2022	2022
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."	N/A	Dual enrollment opportunities began in 2020-21 and are being expanded. A wider range of a-g offerings and CTE pathways are being explored.	Met		6/10/2022	2022
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.	Dual enrollment opportunities were offered in the 2021-2022 school year for the first time and will continue in the 2022-2023 school year.	Met		6/10/2022	2022
37681630138156	JCS - Mountain Oaks	7	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.	"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."	N/A	N/A	Met		6/10/2022	2022
33103300138602	JCS - Pine Hills	7	All students have access to the same curriculum and supports provided by JCS-Pine Hills.	"Graduation data, Written Learning 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."	N/A	Dual enrollment opportunities began in 2020-21 and are being expanded. A wider range of a-g offerings are being explored.	Met		6/10/2022	2022
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 addition of dual enrollment classes with Grossmont Community College this year has benefited all academy seniors and some home study students grades 9-12.	The absence or 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.	We were able to add an Aero Science class with career exploration in the drone industry. Chromebooks have been provided to all students. Hot spots have been provided where they prove helpful.. A wider range of a-g offerings and CTE pathways are being explored.	Met		6/10/2022	2022
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.	Not Met		10/11/2022	2022
41689160000000	Jefferson Elementary	7	"All students in Jefferson Elementary School District have access to, and are enrolled in, a broad course of study such as English Language Arts, Mathematics, Social Sciences, Science, and Physical Education.    Elementary school students receive instruction in Visual and Performing Arts and Health integrated into core content areas or part of the weekly lesson schedule.    Middle school students have access to Health through their core Science courses and have the option of selecting Visual and Performing Arts and World Language courses through their elective classes."	"All students in Jefferson Elementary School District have access to, and are enrolled in, a broad course of study such as English Language Arts, Mathematics, Social Sciences, Science, and Physical Education.    Elementary school students receive instruction in Visual and Performing Arts and Health integrated into core content areas or part of the weekly lesson schedule.    Middle school students have access to Health through their core Science courses and have the option of selecting Visual and Performing Arts and World Language courses through their elective classes."	There are no barriers to providing all students access to a broad course of study.	We will continue to ensure all students have access to a broad course of study.	Met		6/22/2022	2022
35674880000000	Jefferson Elementary	7	"Jefferson uses the school inventory, the Sufficiency of Instructional Materials Report and Calpads to ensure that all students have access to, and are enrolled in, a broad course of study for Grades TK-8. Jefferson served between 2-6 students during the 2021-2022 school year and prioritized the needs of unduplicated student groups and individuals with exceptional needs."	"Using the locally selected measures, it was determined that 100% of students had access to and were enrolled in a broad course of study and the Sufficiency of Materials Resolution was adopted by the School Board in September 2021."	"No barriers prevented Jefferson form providing access to a broad course of study for all students. The most significant challenge to maintaining this success is the small number of staff, and the remote location. Jefferson utilizes county supports, community resources, and collaboration with neighboring districts to ensure that this need continues to be met."	Jefferson will adopt a new Social Studies program for the 2022-2023 school year and purchase additional core materials for the TK student to ensure that incoming students have updated materials and resources to support their learning.	Met		6/15/2022	2022
41689240000000	Jefferson Union High	7	The District is using the A-G rate to measure the broad course of study. The data has been disaggregated by student groups.	"Students with IEP and students learning English are not accessing A-G courses in comparison to all students. Homeless student group has the highest A-G rate districtwide, but total number of students was only 10. Students in the Daly City schools have lower A-G rate than the schools in Pacifica."	"Some of the barriers in accessing the A-G courses had been lack of opportunity during the school day to make up credits. Traditional bell schedule also limits students in accessing A-G courses, especially if the students started in self-contain/supported courses."	"Increasing sections for co-teaching is one of the strategies that are put in place to increase access. In addition, flex time have been added in four schools to allow for students to receive academic intervention during the day."	Met		6/21/2022	2022
39685856117675	Joe Serna Jr. Charter	7	"JSJCS provides preparation for a broad course of study by providing fully credentialed teachers and having small class sizes, 21 students per each classroom. In grades Kindergarten through 5th, students are assigned a homeroom teacher that supports them throughout the year to ensure they have access to curriculum that is aligned to CCSS and ensuring students are making progress in learning to read, write, and speak Spanish and English. In grades 6th through 8th, students platoon between six teachers to ensure they are enrolled in a broad course of study. Their courses are entered in the student information system (Aeries) to track and ensure that all students have access to a broad course of study. Data from Aeries in combination with grades and assessment information are also analyzed to develop English and math placement recommendations for all incoming 7th and 8th graders."	"JSJCS ensures that K-8 low income and English Learners have access to a broad course of study. We have 109 middle school students and are properly enrolled in a broad course of study that will full fill middle school requirements so that they are prepared for high school courses. Students are enrolled in math, ELA, Spanish Language Arts (SLA), Social Science, PE, Science,  and AVID. As a dual language school, many students obtain their seal of biliteracy and have earned high school credit for a second language by the time they complete 8th grade."	"To prevent barriers from providing access to a broad course of study for all students, it's important to ensure that parents are aware of the meaning of a broad course of study and its importance to their children. JSJCS must prepare and introduce students to the idea of going into a trade or attending college before they begin high school. Another barrier may be reclassifying English Learners as Fluent English. 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 when they begin high school. JSJCS closely monitors students who are not reclassifying by 6th grade and seek intervention support to ensure they have reclassified by 8th grade."	"To ensure access to a broad course of study for all students, JSJCS will closely monitor English learners who are not reclassifying, analyze student attendance and see if it's a factor that is preventing students from accessing a broad course of study. Once a quarter, the Assessment, Research, and Evaluation Department provides a list  of all English learners who meet the reclassification criteria. JSJCS will seek intervention supports for students not reclassifying in a timely manner. Additionally, JSJCS offers parenting workshops on how to help their child with math, science, and English and Spanish at home. To support parents at home with Spanish, Rosetta Stone access has been provided. Furthermore, after school intervention in language, literacy, and mathematics is provided to students. In the upcoming year, professional development will be provided to teachers on effective strategies to promote English Language Development (ELD) for English learners and professional training for Integrated, Designated ELD, and differentiated instruction to all teachers. JSJCS will also provide professional development in AVID-like strategies for grades 4-8 so that teachers can use those strategies in their classroom with all students."	Not Met		9/26/2022	2022
09100900136036	John Adams Academy - El Dorado Hills	7	"Local review of Course Catalogues, AERIES data, A-G enrollment and Pass rates are evaluated to assure access to a broad course of study."	"Diverse educational options exist to create a broad course of study in John Adams Academy. 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."	Scholars 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 and supporting in working with scholars that have educational deficits, while utilizing culture building strategies to further engage families in supporting our school and learners in achievement."	Not Met		10/20/2022	2022
31669510135871	John Adams Academy - Lincoln	7	"Local review of Course Catalogues, AERIES data, A-G enrollment and Pass rates are evaluated to assure access to a broad course of study."	"Diverse educational options exist to create a broad course of study in John Adams Academy. 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."	Scholars 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 and supporting in working with scholars that have educational deficits, while utilizing culture building strategies to further engage families in supporting our school and learners in achievement."	Not Met		10/20/2022	2022
31669280121418	John Adams Academy - Roseville	7	"Local review of Course Catalogues, AERIES data, A-G enrollment and Pass rates are evaluated to assure access to a broad course of study."	"Diverse educational options exist to create a broad course of study in John Adams Academy. 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."	Scholars 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 and supporting in working with scholars that have educational deficits, while utilizing culture building strategies to further engage families in supporting our school and learners in achievement."	Not Met		10/20/2022	2022
49708056111066	John B. Riebli 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 Union School District 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 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 2020-21 ELPAC results for our English Learners and the number of English Learners redesignated as Fluent English Proficient (FEP) during the 2021-22 school year, better serving the needs of our English Learners is an area of growth for the District. Using our “Reclassification Review Process”, twelve 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 at all school sites."	Met		5/10/2022	2022
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."	Met		6/8/2022	2022
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. They are taught in self-contained classrooms by teachers certified to teach in all subject areas. These include ELA, math, science, social studies, visual and performing arts, health, and physical education. ELs and students with special needs are included and have access to the same broad course of study. There are two special day classrooms, and students receive accommodations or modifications as appropriate in order to study the same subject areas. English learners receive ELD instruction within the classroom. SEL 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. Instruction in health, visual and performing arts, and career technical education is embedded in core classes at the middle school. Support for ELs is embedded in core classes as integrated ELD, and is taught through specialized instruction as designated ELD at secondary. All core general education classes at the high school are college prep courses. All students, regardless of income, race, primary language, disability, and/or family situation are provide"	"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."	Met		6/8/2022	2022
18641130000000	Johnstonville Elementary	7	"All students enrolled at Johnstonville Elementary School 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 K-8th grade. This includes programs and services developed, and provided to, unduplicated students and individuals with exceptional needs. Johnstonville Elementary School District utilizes student transcripts, as recorded in the school information system, 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. The District also reports the results to the Johnstonville Elementary School District Board of Trustees at a regularly scheduled meeting in June. Finally, the District also utilizes the California Dashboard to report to stakeholders and the public at the public Board of Trustee meeting."	"Metric Met As mentioned previously, all students enrolled at Johnstonville Elementary School 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 K-8th grade. In addition, Johnstonville Elementary School District and Johnstonville Elementary School have coterminous boundaries. As such, there are no differences across school sites since there is only one site within the district."	"The main barrier to implementing a broad course of study is the need to increase intervention time because of an increase in the learning gap due to Covid-19. The increased intervention time has come at the cost of the time set aside for some of the electives. In addition, the combining of classes in the middle school grades has caused an increase in time dedicated to mathematics due to the different standards and difficulty found in the 6th-8th grade standards. This also reduces the amount of time available for electives.  In addition, 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 instructors with expertise in some of the applied arts and world languages who would be willing to work in the LEA on a part time basis."	"Johnstonville Elementary School 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. In addition, Johnstonville Elementary School District will continue to explore the utilization of technology to help broaden the course of study offered to the sixth through eighth grade classes. In addition, the District will continue to seek out additional funding sources to supplement LCAP funds. These funds will be utilized to enable the current staff to receive professional development in the areas of applied arts, career technical education, and foreign language. Grants are also 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."	Met		6/8/2022	2022
30664646117758	Journey	7	#NAME?	"The elementary and middle school program at Journey School delivers a Waldorf inspired education.  Offerings range from core subjects (writing, reading, math, science, history, social sciences) to specialty programming including experiences in technology, digital media literacy, practical arts, visual and performing arts, physical education, cooking, gardening and nature studies."	Funding is limited for Charter schools.	Expanding specialty class offerings for ALL students.	Met		6/15/2022	2022
33103300138024	Journey	7	Current measures in place to ensure all students have access to and are enrolled in a broad course of study include: - Adoption and implementation of a school wide subject area schedule that equal or exceed state mandated instructional minute requirements for all core subjects. - Adoption and implementation of daily instructional minutes for designated ELD in grades TK - 6th. - A differentiated block of reading instruction where students in grades 1st- 6th receive instruction at the specific reading level.	The differences across our school sites are notated by the grade levels below that are included for each measure. All student groups within each grade level have access to the measures below unless noted otherwise.   - Adoption and implementation of a school wide subject area schedule for each grade level on campus grades (TK-6th).  - Adoption and implementation of daily instructional minutes for designated ELD in grades (TK - 6th). - A differentiated block of reading instruction where students in grades (1st- 6th) receive reading instruction at their specific reading level.	"A barrier that prevents the school from providing access to a broad course of study for all students includes regular student attendance. Due to chronic absenteeism, students are not able to regularly access the implemented broad course of study offered at The Journey School."	"Action steps put into place to address the barrier (i.e. regular student attendance) for all students to be able to access a broad course of study on a regular basis include the following:    - Weekly, monthly, and quarterly attendance incentives such as free dress passes, activities/events, and award recognition.  - Monthly attendance incentives for families including prize raffles.   - Schoolwide marketing campaign focused on the promotion of the importance of regular daily attendance through the use of marketing materials (i.e. flyers, banners, digital media, etc.)    - Solutions Teams will be focused on implementing strategies to target chronic absenteeism and provide support for our families throughout the year."	Met		6/22/2022	2022
33103300137851	Julia Lee Performing Arts Academy	7	"The LEA annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs, when there is not a spread of COVID; 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. (3) JLPAA also changed the math curricula based on test scores."	"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 K-8, 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."	"JLPAA has added additional staff to support all students. To further address the social emotional needs, JLPAA hired a full-time counselor."	"Our leadership team has established the need to add intervention for students in both reading and math as well as the need to develop goals that are specific to our EL students with their own set of needs. We plan to designate ELD time for EL students that will foster support in language and vocabulary development.  JLPAA has increased staff for Special Education, EL and General Education to better support all students. Teachers and Administrators collaborate to identify the curriculum and instructional need for all students, as well as identify alternative options for targeted and supplemental intervention that limit access to a broad course of study. As a result of the evaluation for the board course, JLPAA purchased a new curriculum for 5th through 8th grade to better align with state standards. Also, we purchased new curriculum for NGSS for 6th through 8th grade"	Not Met		9/30/2022	2022
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.	Met		6/10/2022	2022
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."	"All students in grades TK-8th are enrolled in a broad course of study. These studies include Math, Language Arts, History/Social Science, Science, CTE, Visual and Performing Arts, and Physical Education."	A barrier that exists for our district is its inability to hire a foreign language instructor for all students. We are in a rural/frontier area and have not been able to recruit and retain a qualified instructor in this discipline.	"We 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."	Met		6/24/2022	2022
45700450000000	Junction Elementary	7	"Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected schoolwide  learner  outcomes  for  students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions."	"All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus  Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS Practices and Behaviorist to support appropriate school behavior  Monthly Principal meetings or designated time for parents and community members to meet with and talk to the Principal  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest Music is offered at the middle school PE is offered at both the elementary and middle school level"	Providing a quality Foreign Language Program continues to be a challenge as we don’t always have the staff with the knowledge to implement a consistent program. We are looking to share services with another local district.	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		6/21/2022	2022
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. Students receive course guidance starting in 7th grade through a 6-year plan that is updated annually."	"-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. Beginning in the 2021-22 school year, all 7th-12th grade students meet with their Counselor to craft and modify a 6-year educational plan that is updated annually."	Met		6/27/2022	2022
48705730129494	Kairos Public School Vacaville Academy	7	"Local Measurements include:  Illuminate Data Systems to monitor Star 360 scores in ELA and Math, SBAC Interim assessments, Running records, Envision Math data  Course Catalog LCAP  Curriculum guides  Board Agenda Calendar  Board Reports   The Kairos Board of Directors annually adopts a course catalog for courses offered in our academic program. For students in grades 1 through 6, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board.For students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.In addition, our teachers develop their own curriculum based on the state standards for their grade levels. Curriculum guides are developed and reviewed by Kairos administration annually. All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet state requirements. Access to core academic content and courses that lead to success is provided to all students regardless of income, race, primary language, disability, and/or family situation."	"All scholars at Kairos Public School Academies have access and are enrolled in a broad course of study. Kairos measures its growth locally through our Illuminate Data management system and through the states CAASPP reporting system. We have seen growth in all subgroups of scholars enrolled in the school based on state reporting data. A strong focus has been made on supports for students with disabilities, English Learners and Economically Disadvantaged scholars through a multi-tiered system of support. Each of these subgroups have increased their CAASPP scores over the past three years.  In addition, Kairos has built increased supports for the scholars in our Independent study program, the Kairos Innovative Scholars Program (KISP) due to the nature of independent study, where scholars are primarily educated in a home setting, our team has focused on building in intervention supports based on the data reflected in our internal measurement tools."	"Based on the locally selected measures, we see Kairos has the same barriers facing other schools in California related to income status, language, family/guardian engagement, and special needs. However, Kairos designates a tremendous amount of human and fiscal resources into addressing these barriers for scholars. Our local and states measures reflect academic growth over the past three years for the scholars facing these barriers."	"In response to the Kairos internal and external data measurements, our LCAP is updated annually to identify new resources and actions needed to help different subgroups identified as needing additional support. These resources have been targeted towards Students with Disabilities, English learners, Hispanic scholars, and Economically Disadvantaged students.  It is the goal of Kairos Public Schools to equip all students to participate fully by alleviating barriers related to income, language, family/guardian engagement, special needs, and other locally identified factors.  In addition, Kairos strives to create optimal conditions for learning by supporting the non academic needs of students though character development and focus on soft skills that will transferable for their future careers."	Not Met		10/4/2022	2022
37683380126730	Kavod Charter	7	"As all students, inclusive of all subgroups, are enrolled in the same base courses by grade, all students have effective access to a broad course of study at Kavod Charter. 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 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."	100% of students will continue to have access to a broad course of study.	Not Met		10/11/2022	2022
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.  KLA ensures that students receive appropriate academic, social-emotional, and multi-tiered support towards college and career readiness success. All students have access to an equitable system of personal support services, activities, and opportunities at the school and in the community."	Met		6/14/2022	2022
17640140000000	Kelseyville Unified	7	"As reported in the Kelseyville USD 2022-23 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 2022-23 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."	"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.  We also have implemented the use of programs such as Acellus and Apex to offer more course options to students at the high school level."	Met		6/14/2022	2022
21653340000000	Kentfield Elementary	7	The district is using the student information system AERIES to track courses available to students and a variety of offerings to support access to a broad base of study.  Courses are set up so all students will have access to core class options and a variety of electives that motivate their learning.	Based on having all courses available to all studnets during the cours of the year we are confident all students have access and are enrolled in a broad course of study during their time with the KSD.	At this time we do not see any barriers beyond financial constraits.	At this time the only new action will be to review the course of study we offer students and determine if we can increase and/or adjust offerings based on surveys of student interest.	Not Met		10/11/2022	2022
49707890000000	Kenwood	7	"California Ed Code 51210 requires access to a broad course of study for grades 1-6 in English, Mathematics, Social Science and Science, Visual and Performing Arts, Health, and Physical Education. The locally selected tool 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, student attendance records, English Language Lerners, IEPs, and Section 504."	The locally selected measures demonstrate all Kenwood 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. We also offer a technology blended learning TK-6 campus for Science and an enrichment STEAM program for all students. Students that struggle are provided with intervention opportunities from either a reading specialist or a math specialist as well as provided 1:1 support from classroom instructional aides.	Kenwood students have access to a broad course of study as is evidenced in local measures. There are no barriers preventing our school from providing this broad course of study for all students.	"To support staff and students in accessing the curriculum included in a broad course of study, Kenwood has provided opportunities for professional development and support to classroom teachers. To support struggling students and student with disabilities, the supplemental curriculum is aligned to 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."	Met		5/5/2022	2022
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 needs. 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 a research-based environment that provides relevant learning experience that encourages student engagement. The strengths of the 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 programs 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 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 laptops at a 1:1 ratio to support the core curriculum. The benefit of using technology like this supports each student at their own level. It provides another format to ensure the core curriculum is differentiated in a way that supports the students’ interests. It allows them to interact with the platform individually at their own level, provides digital texts that can define words, and lets students take notes or refer to the text. The goal of usin"	Met		6/15/2022	2022
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."	Met		6/14/2022	2022
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. High School counselors take extra time with EL, LI, FY, and SWD students to ensure they are informed of and encouraged to take CTE/ROP and VAPA courses."	"100% of students in kindergarten through 6th have access to a broad course of study. The LEA's four elementary schools all offer the same standards-based instructional program. There is an elementary PE teacher who rotates to each site. Students in 5th and 6th grade have the opportunity to join the band or choir.  There is one middle school, one comprehensive high school, one continuation school, and a new online school. All middle school students have access to a broad course of study. The students are in the core classes (math, science, ELA, social studies, PE). Then they select two electives: computers, art, band, humanities, journalism, an FFA introductory course, and journalism. The comprehensive high school offers a wide variety of courses. Students are placed in the core classes to meet the graduation requirements. Students then select electives from the areas of ROP/CTE, VAPA, physical education, World Languages, and agriculture. Continuation school students have the core classes needed to meet graduation requirements but limited access to electives. They do have the opportunity to enroll in a CTE/ROP or art class at the comprehensive high school. The schools are close enough geographically that students can easily walk between sites. Students enrolled in the online school have a wide variety of options for a broad course of study through the Imagine Learning online program."	"The metrics in Goal 2 of the LCAP show that EL and SWD students are underrepresented in VAPA and CTE/ROP courses. A barrier for EL students in middle and high school is that they have a period of designated ELD, which eliminates one elective period. SWD students have a resource class that takes away an elective. Students enrolled at the continuation school also have a barrier since they have to walk to the high school to take an ROP/CTE or VAPA course. At the elementary level, there is currently only one music teacher for the four sites. The amount of time available for each site is limited, so the focus is on 5th and 6th-grade students."	"KUSD focuses on reclassifying students by the end of the 6th grade. To accomplish this goal, an EL newcomer class for TK-6 grade students who score a 1 or 2 on the Initial ELPAC will start in 2022-2023. Integrated ELD PD will be ongoing for elementary teachers so EL students can access research-based EL strategies throughout the day and not just during the designated ELD time. Instructional paraprofessionals will continue participating in Thinking Maps PD, teaching them the tools to support EL and SWD students better. The High School CTE/ROP coordinator will work closely with the counselors and the PPS director to create ways for SWD to have greater access to CTE/ROP courses. An additional elementary music teacher will be hired for the 2022-2023 school year."	Met		6/16/2022	2022
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 supports or Special Education services.  Students are assigned courses and curriculum based on grade level and credit needs in addition to any specific services for which they may qualify."	"Any student who is enrolled in the Alternative Education program participates in a broad course of study.  In addition, students at any school site 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 Pathway  • Medical Pathway  • Ag Mechanics/Automotive Pathway (Available only at Erwin Owen High School) • Visual Arts Pathway  • Early Education Pathway   Students who are English learners receive integrated and designated ELD instruction during the course of the school day.  Redesignated students are monitored biannually to ensure correct classification, placement, and additional support, if needed.  Students who receive Special Education services receive support from a Special Education teacher and paraprofessional to help meet the goals identified in their IEPs."	"Through Common Core State Standards aligned curriculum, which includes a-g approved courses and various CTE courses, students have access to several options to help meet their individual educational needs.  The program ensures that while enrolled in the Alternative Education program, students are utilizing curriculum that aligns to their grade level and credit needs.  A challenge the program faces in this area is the short enrollment periods in both Court and Community Schools, which can hinder students from being able to take advantage of the full scope of educational options the program has to offer."	"Through Edmentum, all students have access to standards-aligned curriculum that is updated annually.  The Alternative Education program implemented RULER curriculum in January 2022 to support the social emotional needs of students.  An additional five CTE pathway programs have been proposed for implementation in the coming years, pending approval of grant funding."	Met		6/14/2022	2022
15635290000000	Kern High	7	"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, etc.) from feeder districts to place incoming freshmen in appropriate courses. Feeder districts also provide information regarding Special Education, English Learners (EL), and/or 504 plans. An IEP review 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 a grade level English course and a designated ELD course dependent on EL level. A 504 review is held within the first 30 days of school for 9th-graders to ensure that the 504 plan appropriately supports student needs. Counselors regularly review student progress and meet annually with all students regarding 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. The district continues to assess the process for GATE identification to ensure appropriate GATE access for all students. 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, early college, dual enrollment, 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: 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 Instructional Reading Level (IRL) and math scores. In 2021-22, the average IRL and scaled math score for incoming freshmen was 6.2 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 continues to provide education, resources, and support for parents regarding academics, access to college, MTSS, and CTE opportunities.  Professional Development (PD): KHSD offered over 345 PD sessions (6,000+ participants) focused on Universal Design for Learning (UDL), literacy, co-teaching, technology resources/tools, classroom management, Multi-Tiered Systems of Support (MTSS), and content areas.   Academic Support: KHSD’s commitment to MTSS helps develop improved and consistent academic interventions and supports for all students. KHSD continues to support literacy teams and provide literacy and math support courses.   LRE: KHSD general education and special education staff collaborate through the PLC process to discuss issues/strategies pertaining to special education and LRE for students with disabilities. Continuation sites have implemented the learning center model, and co-taught classes continue to increase districtwide. KHSD supports co-teaching through PD opportunities, a district co-teaching PLC, and co-planning time.  CTE and College Credit: KHSD continues to expand CTE opportunities. KHSD has two CTE centers. In partnership with Bakersfield College, Cerro Coso College, and Cal State Bakersfield, dual enrollment continues to expand district-wide to allow students to earn both high school and college credit. In 2021-22, 7,973 KHSD students received college credit. KHSD offers five Early College pathways with 346 students participating."	Met		6/27/2022	2022
15635291530435	Kern Workforce 2000 Academy	7	"Kern Workforce Academy uses various tools to ensure all students have access to and are enrolled in a broad course of study. Counselors review each student's data (i.e. transcript, literacy, and math scores) from referring schools to place students in appropriate courses. The referring schools also provide information regarding Special Education, English Learners (EL), and/or 504 plans. Students receiving Special Education Services are placed in the Least Restrictive Environment (LRE) while meeting their needs through their IEP. Our EL students are placed in an English grade-level course or make-up course. Students with 504 plans are provided additional support according to their plan. Counselors meet with each student every session about discuss their education plans and their progress toward graduation."	"Workforce continues to evaluate incoming data to identify students for literacy and math remediation support classes. Special Education Services are provided on a teacher push-in model in all classes, and Bilingual Instructional Assistants are placed in classes where needed for our EL students. Enrolling in a support class can limit access to elective and CTE courses due to impacted schedules. An area of growth for Workforce has been the expansion of CTE courses with a focus on college and career readiness. Although there are site differences in the CTE courses offered, this focus has led to more student options. The district also has two CTE centers that offer 11th- and 12th-grade students the opportunity to learn industry-specific skills while working with community and industry partners."	"Course placement: Workforce focuses primarily on remediation for students not performing at a college preparatory (CP) level. Workforce is increasing course offerings that earn A-G credit. STAR Renaissance assesses each student’s Independent Reading Level (IRL) and math scores; however, many students will return to their home school site before taking a STAR post-assessment. This leaves us with incomplete data to measure literacy and numeracy growth. In 2020-21, the average IRL and scaled math score for incoming students was 5.1 (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 math scores below grade level are often put into literacy and math support courses in addition to English and math courses. Attendance: Low attendance creates barriers to accessing a broad course of study. Habitually truant students fall behind in graduation requirements and repeat failed classes.  Workforce is committed to providing all students access to broad courses of study."	"KHSD continued to provide education, resources, and support for parents regarding academics, access to college, and CTE opportunities. Professional Development (PD): KHSD offers a variety of PD sessions with a focus on the effective use of technology tools, grading practices, SEL, Integrated and Designated ELD instruction, RIAP, and course-specific collaboration. Academic Supports: Workforce’s commitment to Multi-Tiered Systems of Support (MTSS) helps develop improved and consistent academic interventions and support for all students. KHSD continues to convene the Literacy Council and provide literacy and math support courses.  CTE courses: Workforce continues to expand CTE opportunities for students. In addition, in 2020-21, KHSD opened a second CTE center to increase access."	Met		6/20/2022	2022
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. Students follow grade level progression and curriculum.	"All Kernville Union School District students have access to and are enrolled in a broad course of study. The only difference is Kernville Elementary School does not have a Special Day Class for students requiring a Special Day Class in their Individual Education Plan. These students attend Wallace Elementary School. Kernville Elemetnary students not requiring a Special Day Class are provided with special education teacher and paraprofessional support per each student's Individual Education Plan. Other than this, all student have access to and are enrolled in a broad course of study based on grade level progression, Individual Education and 504 Plans."	There are no barriers preventing KUSD from providng access to a broad course of study for all students. There are not a large enough group of students requiring a special day class at Kernville Elementary School.	"Kernville Elemetnary students not requiring a Special Day Class are provided with special education teacher and paraprofessional support per each student's Individual Education Plan. Other than this, all student have access to and are enrolled in a broad course of study based on grade level progression, Individual Education and 504 Plans."	Not Met		10/11/2022	2022
50711340000000	Keyes Union	7	"Positive teacher interactions will be measured through student surveys, CHKS, percentage of English learners who make progress toward English Proficiency on CELDT and ELPAC; English Learner Reclassification Rates, and local measures. Intervention schedule students have access to a broad course of study with programs and services developed and provided to unduplicated pupils, extended day schedules, and paraprofessional support. Statewide assessment scores; and local benchmark assessments."	"The master schedule at the elementary and middle school levels includes ELA/ELD, Math, Science, Social Studies, Health, and PE for all students including English learners, low income, and foster youth. We currently do not have fully implemented courses for Visual and Performing Arts.  We are in the process of hiring an Art Teacher, and we have hired a music teacher in March 2022."	"A move toward the full establishment of a baseline was established during 2021-2022. Based on this baseline student-teacher interactions increased based on the number of students receiving the intervention, quarantine support, and independent study contact. Our goal will be to double our engagement this coming year as we move away from absences related to Covid-19 and the need for quarantine. The base will continue to be modified if needed.  We continued to offer extended day in ELA and Math offered after school at the elementary school and middle school three days a week the entire school year. Additional targeted interventions in grades TK-3 will continue to be of high priority."	"Monitor and adjust the plan as needed. Continue professional development in ELD, ELA, Mathematics, Science, and Social Studies. Continue to purchase standards-aligned materials and resources to support NGSS/HSS Adoption (year 1). Continue to support the funding of a curriculum Director Position. Add additional Reading materials for all grade interventions.  Continue with additional teachers at KES to lower class sizes Continue additional open position to lower class size TK-3 Continue with professional development on student engagement, leadership, and positive culture including Sanford Harmony activities."	Met		6/23/2022	2022
49402536116958	Kid Street Learning Center Charter	7	"The student course work at Kid Street is broad and based in STEAM programming.  We use evidence supported programs for the core subjects including Amplify, enVision math, Twigs Science and TLC History. SPED is provided through our district.  RtI is implemented through our intervention/SST process.  Students with exceptional needs are offered one on one tutoring by qualified volunteers who are trained by our reading teacher.    Furthermore-  Engineering is offered through Project Lead the Way, Art through Luther Burbank Center for the Arts and guest artists, and Makers by certificated classroom teachers."	There are no differences	There are no students being prevented from access to a broad course of study.	"We obtained a $20,000 Grant from Medtronic to implement Project Lead the Way in our classrooms in 2022-2023, making our engineering and science program especially strong."	Met		6/23/2022	2022
37679910139394	Kidinnu Academy	7	Kidinnu Academy uses our ordering process and 1:1 bi-monthly teacher coaching to ensure that 100% of students have access to a broad course of study and standards-aligned materials.	100% of our students are offered a broad course of study and have access to standards-aligned materials.	There are no existing barriers at this time.	"Kidinnu Academy will continue to implement our 1:1 bi-monthly teacher coaching model to support teachers in offering a broad course of study in their classrooms.  Additionally, we will continue to order sufficient materials for 100% of our student body."	Met		6/21/2022	2022
30665300134221	Kinetic Academy	7	"All students have access to all materials in every grade level including special populations as part of the general education classroom setting. In addition to curriculum content, all students have access to online programs that promote success in Common Core ELA and Math content standards.  All students have been given access to Lexia for ELA and Reading development and DreamBox for Math, which is aligned to our Math curriculum (Bridges)."	"Kinetic’s expansion into the middle grades has aligned well with the use of two sites – main site TK- grade 5, and a district-provided space for grades 6-8. All student groups have equal access to the course of study and additional online resources to support their mastery of state standards."	"Kinetic prides itself on providing the full range of academic content and standards-based instruction to ALL students. In effect, there are no barriers to equity in access.  All student groups have equal access to the elementary and middle school courses of study."	"Kinetic Academy will continue to ensure that 100% of students have access to a broad course of study. We will continue to give all students in all grade levels access to not only our core curriculum, but to additional supplemental curricular programs."	Met		6/16/2022	2022
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.	Met		6/22/2022	2022
37683386119598	King-Chavez Academy of Excellence	7	"KCAE monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System.  This includes unduplicated students and individuals with exceptional needs.  The data informs our staffing levels and course offerings."	"All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition.  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."	Met		6/8/2022	2022
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."	Met		6/8/2022	2022
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 KCCHS is a single-site LEA, there are no differences across school sites.    KCCHS course offerings have progressed over time.  In 2019-20, KCCHS offered a new Career Technical Education (CTE) pathway to increase CTE enrollment and completion rates.   The pathway was at first geared towards an honors cohort, but expanded to include the majority of students.  The CTE pathway complements existing college/career initiatives including a concurrent enrollment program with a community college to provide access to college-level coursework. The school also offers 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.  KCCHS provides 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.  Students will also have expanded access to our Spanish language program. The school 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."	Met		6/8/2022	2022
37683380111906	King-Chavez Preparatory Academy	7	"KC Prep monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System. This includes unduplicated students and individuals with exceptional needs. The data informs our staffing levels and course offerings."	"All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition. Since KC Prep is a single-site LEA, there are no differences across school sites.    Course offerings have progressed over time to include data-driven differentiated support classes and an expanded use of technology throughout all classes to support student learning. 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.  The school also expanded our Spanish language program to reach more students. KC Prep will 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. The school will provide resources, services, and training to offset any potential barriers that may exist in the form of income, language other than English, 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 language program. The LEA 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."	Met		6/8/2022	2022
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. It also includes enrichment classes in art, science, PE, Socio-Emotional Learning, and Leadership.  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."	"KCPA 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, literacy instruction, and dual language instruction.  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."	Met		6/8/2022	2022
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, dual 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 a 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 provide 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.  Career exploration courses have been added to the middle school offerings and expanded to alternative education programs.  This will continue in 2022-2023.  KCUSD is currently reviewing ways to increase access to interventions for students who need additional support, access to advanced placement courses and increase the percentage of students who are ""college and career"" ready upon graduation."	Met		6/14/2022	2022
10622650116640	Kings Canyon Online	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 (authorizing district) student information system (PowerSchool), master schedule, student master agreements, and the KCO course catalog."	"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 KC Online have a wide range of high school electives, students typically spend most of their engagement time working in core courses to meet graduation requirements.  KC Online has CTE options available as well, that historically have had low enrollment due to the prioritization of required coursework.  In addition, CTE courses are typically offered with an in person component.  Many of the students that choose to attend KC Online do so to avoid in person school requirements."	"Barriers do exist in ensuring that all students have access to a broad course of study as defined by Ed. Code 51220.  As previously mentioned, one such barrier KC Online is the need for students to complete core course requirements necessary for graduation.  Students typically spend their time working in those courses rather than electives and CTE coursework.  Similarly, when students need an intervention or support class, they struggle to engage, as they typically opt to continue struggling through the core course required for graduation."	"KC Online is committed to providing students with the broadest course of study possible to as many students as possible, despite the uniqueness of our program.  We will review current course offerings and requirements on the high school side to ensure that when students need intervention and support, there is buy-in for completing the intervention/support class.  KC Online will also continue to explore strategies to engage students in CTE coursework and help them to see the connection between CTE training and career opportunities after high school."	Met		6/14/2022	2022
16101650000000	Kings County Office of Education	7	"Findings: JC Montgomery continues to use our master course schedule and student transcripts to ensure that students have access to a broad course of study. All incarcerated youth are considered unduplicated or low-income students. Our English Learners are enrolled in designated ELD for one period a day and are working in programs targeted to their individual language needs. English learners are progress monitored using local curriculum assessments. In order to protect student privacy, ELPAC data was suppressed because 10 or fewer students tested. As such, we used Designated ELD scores to show growth. Our baseline GPA in the 2020-21 school year was 3.33%/B+, whereas students average GPA was 2.6%/ B- in the 2021-22 school year. 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 curriculum 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."	Met		6/22/2022	2022
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 coarse 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 patriciate 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.  This school year, students in grades 7-8 were able to sign up for CTE courses at Dinuba High School.  They were transported to and from and participated in 8 class sessions per semester."	"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."	Met		6/13/2022	2022
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. 2020-21, 97% 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 2020-21, 97% scored a ""2"" or higher in English, mathematics, social science and science. 100% received ""Credit"" in visual and performing arts, keyboarding and health/physical education. / *7th-8th Grade: Report card grades of ""C"" or better in English (including embedded CTE), mathematics, social science and science. Report card grades of ""Credit"" in world language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education. In 2020-21, 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 participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden/Science clubs.  Transportation is provided two days per week."	We currently provide a broad and robust offering of courses for the scope and size of our district.  Adding additional offerings would require additional facility space and funding.	"Kings River-Hardwick students currently receive a broad course of study that includes, English language arts, mathematics, science, history, visual and performing arts, and physical education. In addition, we have added an Agricultural Science elective to the course offerings available to our K-8th grade students. Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits."	Met		6/28/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/2/2022	2022
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"	Met		6/20/2022	2022
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 educational partners 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 2021-22 school year, Kingsburg High School students had access to 9 AP classes (with some classes having multiple sections), 4 honor classes (with 1 class having multiple sections), 14 fine/performing arts classes (with some classes having multiple sections), and 26 ROP classes(with some classes having multiple sections). 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 2021-22 school year, Oasis High School students had access to all state- required courses, except ROP. During the 2021-22 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.  No new courses were added during the 2021-22 school year.  The district is exploring ways to incorporate more dual enrolled classes moving forward.	Met		6/20/2022	2022
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 Robotis Engineering 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 History. 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 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."	Met		6/16/2022	2022
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 History, and Pre-Algebra, KAO offers 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."	Met		6/16/2022	2022
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 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."	Met		6/16/2022	2022
38684780101337	KIPP Bayview Academy	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
38771310137307	KIPP Bayview Elementary	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups. 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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
01612590115014	KIPP Bridge Academy	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
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 Art and 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."	Met		6/16/2022	2022
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 4th grade is added in the 2022-23 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."	Met		6/16/2022	2022
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, Dance, Spanish I. The core classes for 5th grade students are English, Math, Science, Social 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 History, and Physical Education. 8th grade core classes are English, Algebra, Physical Education, Science, and US History. Electives available to upper school students are Algebra (6th and 7th grades), Ethnic Studies, Geometry, and Beginning Music."	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."	Met		6/16/2022	2022
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 Art, Beginning Music, 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."	Met		6/16/2022	2022
19647330120014	KIPP Endeavor College Preparatory Charter	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 Endeavor College 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 KECP 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 KECP. For K-4th grade students, KECP offers Art. KECP offers Fundamentals of Art for 5th and 6th grade students and Writing 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."	Met		6/16/2022	2022
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."	"KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups. 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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
41690050132068	KIPP Excelencia Community Preparatory	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
43693690106633	KIPP Heartwood Academy	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
43694500129205	KIPP Heritage Academy	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
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."	Met		6/16/2022	2022
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."	Met		6/16/2022	2022
01613090114421	KIPP King Collegiate High	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
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 and Beginning Music. 7th and 8th grade students can participate in Geometry and Advanced Art."	KIPP SoCal Public Schools is currently able to offer access to a broad course of study to all enrolled students at all schools.	"KIPP SoCal Public Schools will continue to adjust course offerings as the needs of our student populations shift. We will continue to move forward in anticipating the needs of our students, ensuring continued access to a broad course of study, and adjusting course offerings as necessary."	Met		6/16/2022	2022
43771490137315	KIPP Navigate College Prep	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
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 Theatre and 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."	Met		6/16/2022	2022
19101990140772	KIPP Poder Public	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 Poder Public School students, including ELs, students with disabilities, and all other student groups, have access to a broad course of study. Kindergarten core classes are English, Math, Science, Social Studies, and Physical Education. As 1st grade is added in the 2022-23 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."	Met		6/16/2022	2022
43693690129924	Kipp Prize Preparatory Academy	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
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 bove, students have access to various electives during their time at KPP. KPP offers Fundamentals of Art and Spanish I 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."	Met		6/16/2022	2022
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, 1st grade, and 2nd 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. 7th grade core classes are English, World Civilizations, Pre-Algebra, Science, 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 3rd and 8th grades are added in the 2022-23 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."	Met		6/16/2022	2022
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."	Met		6/16/2022	2022
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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
38684780127530	KIPP San Francisco College Preparatory	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups. 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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
43694270116889	KIPP San Jose Collegiate	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study and access to A-G courses across all student groups. 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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
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 Music, Band, Advanced Band, and Choir. 8th grade students can participate in Advanced Voice 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."	Met		6/16/2022	2022
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, Art, 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."	Met		6/16/2022	2022
39686760140616	KIPP Stockton Kindergarten-12 Grade	7	"KIPP schools in the region partner to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers will be provided tools and resources for use in their classrooms. There will be a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments will be part of a Leadership and Teacher collaboration to ensure that students are 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 will implement comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP will measure success by the percentage of students enrolled in a broad course of study across all student groups. 100% of all students will have 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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will annually assess the actions and services associated with providing access to a broad course study for all students.	Met		6/7/2022	2022
39686760141358	KIPP Stockton Kindergarten-8 Grade	7	"KIPP schools in the region partner to create curriculum resources and common benchmark assessments that are aligned to the Common Core State Standards. Teachers will be provided tools and resources for use in their classrooms. There will be a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments will be part of a Leadership and Teacher collaboration to ensure that students are 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 will implement comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP will measure success by the percentage of students enrolled in a broad course of study across all student groups. 100% of all students will have 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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will annually assess the actions and services associated with providing access to a broad course study for all students.	Met		6/7/2022	2022
01613090101212	KIPP Summit Academy	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
41689990135608	KIPP Valiant Community Prep	7	"There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child."	"KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups. 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."	No current barriers exist to prevent the LEA from providing access to a broad course of study for all students.	KIPP will continue the actions and services that have proved successful in providing access to a broad course study for all students.	Met		6/7/2022	2022
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."	Met		6/16/2022	2022
52715550000000	Kirkwood Elementary	7	The criteria to meet a broad course of study is as follows: Course of study for grades 1-6 English Mathematics Social Science Science Visual and Performing Arts Health PE Course of study for grades 7-12 English Social Sciences Mathematics Foreign language Science Visual and Performing Arts Applied Arts PE Career Technical Education	"All students in grades 1-8 at Kirkwood participate in Common Core State Standards aligned English, Mathematics, Social Studies, Science, Health, and Physical Fitness. Visual and Performing Arts are administered in class by the General Education teacher. Class plays are a common annual experience at Kirkwood Elementary."	All students in grades 7-8 at Kirkwood participate in all of the above plus a unit on Careers where students research careers and do a report and presentation. Students are expected to create budgets and understand the COLA (cost of living allowances). They also have to find the schools where they could be trained in their chosen field.	"An area to grow for Kirkwood is offering more applied science classes. Due to funding shortages and the expectations to have properly certified teachers, Kirkwood will have to be more creative in finding volunteers in the workforce to expose students to the applied arts field."	Met		6/6/2022	2022
16639580000000	Kit Carson Union Elementary	7	"Parent Survey results from Spring 2022:  67% of parents strongly agree/agree that their child’s teacher has explained what their child is expected to learn in their current subject and grade level. 96% of parents strongly agree/agree that they make sure their child does their homework. 91% of parents strongly agree/agree that they remind their child the importance of getting a good education. 94% of parents strongly agree/agree that teachers work closely with parents to meet students’ needs. 99% of parents strongly agree/agree that teachers and other staff share ideas with parents on how they can help their children learn at home. 91% of parents strongly agree/agree that teachers in this school have high expectations that my child will learn. 99% of parents strongly agree/agree that their child receives adequate additional academic support beyond the classroom instruction.  The LEA sought input from parent surveys.  The district is a TK-8th grade school site.  Students are all enrolled in a broad course of study.  All students in each grade level are enrolled in the same courses (ELA, math, social studies, science…)  All students participate in physical education 2 class periods per week.  All students have art class each month.  Classes are each comprised of unduplicated student groups and individuals with exceptional needs.  Designated ELD is provided for 30 minutes per day."	The LEA is a single site.	Barriers exist for students who would like to enroll in before or after school tutoring.  The LEA provides an after school program and transportation for students that need extra support but do not have transportation.	"The parent survey provided positive results.  The district will continue with actions it has implemented; including, before/after school program transportation."	Met		6/15/2022	2022
47703750000000	Klamath River Union Elementary	7	The measure the LEA is using to track the extent to which all students have access to and are enrolled in a broad course of study is administrative report.	The LEA offers a broad course of study to all students.	"Given our rural nature and small staff size, the barriers preventing the LEA from expanding and improving broad course of study include lack of trained staff and resources, especially in the area of physical education and world languages."	The LEA will continue to explore options to offer expanded world language and physical education instruction.	Met		6/21/2022	2022
12629010000000	Klamath-Trinity Joint Unified	7	The LEA uses school site data and the Student Information System to track students' access to courses.	"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 Health Education - WES, JNES, OES Physical Education - WES Other studies - WES, OES GRADES 7-12 World Language - TVES Applied Arts (consumer ed, industrial arts, business, agriculture) - all schools"	Staffing and training/support for current staff are barriers to providing broad courses of study.	"School site administration will provide more guidance with the implementation of courses that are available, but may not be regularly implemented or documented, such as: Physical Education and Indian Land Tenure.  Our LEA has set a goal to develop a pathway for students to have access to Life Skills which would incorporate the Applied Arts."	Met		6/28/2022	2022
12629190000000	Kneeland Elementary	7	"The LEA uses daily, informal assessments in collaboration with local formal assessments, benchmark assessments, and state summative assessments to evaluate the extent to which all students have access to a broad course of study based on grade spans, unduplicated student counts, and invidiuals with exceptional needs."	100% of students are enrolled in and have access to a broad course of study.  The current enrollment is 32 students in grades TK-8.	"COVID restrictions exacerbated the lack of internet accessibility in the LEA's remote location.  The LEA held in-person instruction throughout the pandemic, but the enrollment of students throughout the last two years with a wide range of instructional methods increased the span of educational needs within each grade level.  Due to COVID and the juxtaposition of the school, staffing is particularly challenging.  Priority is being given to increase the instructional supports for all students enrolled with the LEA with full-time, in-person instruction."	"The implementation of updated curriculum in the primary grades for ELA manifested higher scores on local ELA assessments.  The primary grade students are not eligible for state standardized testing, and, therefore the district is utilizing local and district assessments to measure growth.  100% of students in the primary grades showed growth.  The updated curriculum also provided students with IEPs and students identified as low income with modified lessons and an abundance of supplementary materials.  The district has no EL students, and no foster/homeless youth. The addition of a third teacher increased successful outcomes on district approved assessments and curriculum based assessments for all learners.  The LEA will also hire additional instructional aide staffing to facilitate the ELOP additional instructional hours and intersession days, to maintain a 1:10 adult to student ratio as required in the UTK program."	Not Met		10/10/2022	2022
17640220000000	Konocti Unified	7	"As reported in the Konocti USD 2022-23 Local Control Accountability Plan, the following student outcomes 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 Woodland Community College, Clearlake- 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 Konocti USD 2022-23 LCAP, Goal 1 Outcome 7, 100% of unduplicated students and students with exceptional needs received a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, and evidenced by CALPADS End of Year reports and applicable Local Control Accountability Plan Goal 1 Outcomes."	"Although Konocti USD reports that 100% of 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 enacted for the 2021-22 school year and providing sufficient educational options for alternative education students."	"Konocti USD continues to expand student access to educational programs such as Career Technical Education, Dual Enrollment, Advanced Placement, and Upward Bound.  In addition, Konocti USD has increased the number of AVID courses at Lower lake High School, extended the AVID program to all K-7 elementary schools, and reinstated our Elementary Music program."	Met		6/22/2022	2022
19646590000000	La Canada Unified	7	"LCUSD monitors progress in addressing the expectations of Priority 7 by examining quantitative and qualitative data related to course offerings, class and school schedules, and stakeholder survey responses to evaluate the degree to which La Cańada students have access to and enroll in a broad course of study.  The Annual Student Perception Survey administered through Panorama Eudcation asks students to share their perceptions about their school experience and attitudes about their school and learning as a whole. Given to students in grades 4th-12th, the survey reporting tools are broken down into grades spans of 4th-6th, 7th-8th and 9th-12th. 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, and student enrollment numbers and course offerings are reported to the California Department of Education via Dataquest for the 2021-22 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)."	"During the 2021-22 school year, all students in LCUSD schools had access to and enrolled in a broad course of study as defined in the guidelines of Priority 7. At the elementary level, all students had access to music, art, STEAM, and Computer literacy classes. Students in grades 4th-6th had access to a dramatic arts program. With only one middle school and one high school in LCUSD, 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). LCHS’ Career and Technical Education (CTE) offerings included 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.  English learners at all LCUSD schools had access to a broad course of study as well as designated ELD supports. 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. At the secondary level, special education identified students participated in general education electives."	"Though LCUSD offers students access to a broad course of study, 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 by offering 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 including art, music, dramatic arts, and STEAM.  Students continue to have open access to core and elective courses at the secondary level, but some advanced or honors level classes, in addition to capstone elective courses, do ask students to complete prerequisites or enroll in co-requisites before being able to enroll in advanced subject matter."	"Each year, administration and faculty evaluate course offerings and look for opportunities for innovation. During the 2021-22 school year, LCUSD offered courses under 6 CTE pathways; Design, Visual, and Media Arts, Engineering Design, Fashion Design and Merchandising, Food Services & Hospitality, Performing Arts, and Production/Managerial Arts. In grades 1-6, core and elective offerings continued to afford students access to music, art, drama, STEAM, and Computer literacy. The Spanish class, for interested students in grades 3-6 and the Gifted and Talented program, for qualifying students in grades 4-6, also continued to be offered. Additionally, teachers are being provided professional learning in the area of Universal Design for Learning in order to increase access for all learners. Ongoing analysis of enrollment, along with educational partner feedback, informs site and district decisions about what core and elective courses LCUSD offers students.  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 resumed during the 2021-22 school year.  It was agreed to continue to meet into the 2022-23 school year in order to study the opportunity for schedule revision associated with the south campus redesign and movement toward one lunch."	Met		6/28/2022	2022
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 a lack of ongoing funding, foreign languages are 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 2022-2023 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.”	Met		6/9/2022	2022
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."	"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 2020-2021, 32% of students completed a-g requirements to be eligible to attend a 4-year UC or California State University. 83% 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, due to small school size, 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 added three new courses to the course of study for 2021-2022. Dual enrollment was provided on the high school campus for Spring 2022 with additional courses being offered in 2022-2023. LHPUSD is utilizing online UC Scout courses to broaden the course of study for all students.	Met		6/23/2022	2022
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 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.  Examples of how we are providing English learners more access to elective classes include allowing students to have two electives (an ELD class AND an additional elective) and allowing students to engage in ELD during their intervention period AND have an elective.   One of our middle schools is in the process of developing a Career Technical Education pathways program that will give English learners elective access and ELD support."	"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. 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 such as ""Arts for Learning""  that bring the arts to the classroom and will continue to seek additional opportunities in this area."	Not Met		7/12/2022	2022
54105465430327	La Sierra High	7	"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. 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."	Approximately 10% of graduating 12th grade students met A-G requirement for UC/CSU admissions.	Approximately 50% of new high school students enter La Sierra with credit deficiencies for meeting graduation requirements.	"Speech and Communications Class.  This class will be a new graduation requirement. Military Science.  As part of developing a new 3 class Public Service CTE Program. Applied Leadership. As part of developing a new 3 class Public Service CTE Program. Zero-Period Credit Recovery.  A majority of new Cadets and existing Cadets are credit deficient and in order to acquire the A-G requirements for CSU/UC admittance, missing credits must be recovered while completing required courses.  The additional Zero period provides an additional opportunity for credit recovery in order for Cadets to enroll in A-G courses."	Met		6/8/2022	2022
19649076021984	La Verne Science and Technology Charter	7	"In 2021-22 La Verne continues to recover from the learning loss due to COVID and track 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"	"2021-22 La Verne continued this school year, with 100% of its students having full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i): -La Verne offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6 -Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day -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"	2021-22 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 offerings for several other courses to students before and after school using a Zero Period or through clubs -Regular analysis of enrollment in broad course of study courses helps to inform the La Verne as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7	In 2021-22 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 coursework and materials	Met		6/29/2022	2022
23656230112300	La Vida Charter	7	"The school hosts a curriculum fair in June for the ordering of next year's curriculum which usually has about 50% participation.   The Curriculum Choice form is filled out by parents and students for every Elementary student.  High School students often use the Curriculum Choice Form and their teacher will often provide a comprehensive list of courses for each student to check out curriculum.  The school primarily uses physical books and supplemental materials but online options are available as well. The school is small, which allows the curriculum team to audit each student and call parents to acquire their curriculum order  for the year.  In August is the Orientation.  After all the requirements of Orientation are fulfilled then curriculum is checked out in a school bag reflecting the theme of the year.   The range of curriculum La Vida offers serves every kind of learner.  The goal is that everyone has curriculum on the first day of school."	"All students have access to a broad course of study.  Seven comprehensive curriculum packages are offered for Elementary and the High School students have access to over 300 courses, more than 100 are University prep a-g and about 80 are Career and Technical Education.  The school offers a comprehensive range of curriculum for Special Education and as well as Spanish / English, options."	"The ability to read, comprehend the vocabulary and meaning as well as identify evidence in the text is a barrier for High School students to access the A-G coursework."	"The Curriculum Fair, the Curriculum Choice form and having packages ready for all students at the beginning of the year will always be a critical focus.  This fall the school added a informational page on how to use each type of curriculum.  This was felt to be an  important next step.  In recent years the office staff has taken on much of the duty to serve all students with the curriculum.  Going forward with a new group of earnest teachers, they will have a greater role in making sure curriculum packages are complete and are being used fully in the way intended."	Met		6/29/2022	2022
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.	Met		6/15/2022	2022
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, art, 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 2022 High School graduation rate is 98.4%, and 81% of graduating seniors met UC A-G requirements. Of the LBUSD graduates, 49% passed at least one AP Exam, 35% earned the State Seal of Biliteracy, and 9% completed a CTE pathway. 25% of high school students enrolled in a CTE pathway in 2021-22, while 35% participated in AP testing. LBUSD will continue efforts to increase the number of students with disabilities, English Learners,  and economically disadvantaged students in Honors, AP, and CTE, and college courses through school counselor outreach and information sessions."	"Laguna Beach Unified has not identified any barriers preventing the District from providing access to a broad course of study for all students. District leadership prioritizes funding and maintaining a wide variety of course options for students even when course enrollment is low or decreasing. 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 continued employment 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. The expansion of secondary school counseling staff will enhance outreach efforts to encourage enrollment in Honors, AP, college, and CTE courses for students who are English Learners 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.    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."	Met		6/2/2022	2022
21653420000000	Laguna Joint Elementary	7	"The district is two one room school house that uses the bell schedule, district calendar, and enrichment contracts to ensure a broad course of study for all students."	"All students have access to every program available at their respective school site. Both sites provide arts, music, and physical education. The Lincoln school also provides each student with STEM and Spanish."	A barrier to providing access to a broad course of study is staffing due to the remote location of the school sites.	The Laguna Joint school district recently merged with the Lincoln Union school district. As part of this merger the district is reviewing additional programs to align the schools offerings.	Met		6/7/2022	2022
27660760000000	Lagunita Elementary	7	"Our adopted ELA program includes integrated ELD materials, which provide activities and materials to standardize our support for ELL students. One selected measure to track this access and associated student success is our reclassification rate. Last year we reclassified 66% of enrolled ELLs based on improved CAASPP and ELPAC scores. Our enrollment of both Foster Youth and McKinney-Vento identified students was extremely small in 21/22, but support and success for unduplicated students meeting those criteria is primarily gathered and discussed through SST meetings."	"We are a single school site with combined grade level classrooms. This allows for a broad course of study as students and teachers work together for two school years. We have worked hard to access high-quality supplemental education opportunities for all students and frequently challenge students in cohort with supportive elective opportunities in Spanish language, PE, leadership development, and civics."	"During COVID it was particularly difficult to bring supplemental instruction into the classroom, like art and music teachers. We are still recovering from this, as we have not yet been able to provide these guest enrichment teachers."	"We are working with the parent club to recruit and fund art and music programs this year; and we have sustained access to our PE/fitness program. Health Education has been a priority this year as well, especially mental health awareness."	Not Met		10/26/2022	2022
17640550108340	Lake County International Charter	7	"All students at LCICS are exposed to and have access to a broad range of study which includes the state mandated subject matter but also gardening, music, art, physical wellness, international awareness and environmental responsibility."	We are a single school site. All of our students receive the same content adapted to their specific grade level.	"In the past we have faced financial limitations, but that is not currently the case. What could pose the greatest challenge at this time is staffing. However, we are lucky to have a full and amazing staff and are not experiencing these barriers."	We are currently seeking an “extra” who is able to fill in for staff that may need to take time off from their regular schedule due to illness or other responsibilities.	Met		6/22/2022	2022
17101730000000	Lake County Office of Education	7	"With our very small schools, we are able to review each student’s schedule. We also use the Master Schedules, listed in CALPADS as our tool for identifying the extent to which all students have access to and are enrolled in a broad course of study."	"All students at Hance have access to an on-line platform that provides a wide variety of courses, including A-G courses and electives. We try to ensure that all students in need of credit recovery are placed appropriately so that they are eligible to continue when they return to their home school. All high school students at Hance and Creativity students are provided with college awareness courses and have access to dual enrollment if appropriate."	Our very small enrollment is the biggest barrier to providing a more robust course offering. The inability to fill specific classes makes it hard to offer everything.	"Both of our schools are investigating other options, both virtual and in-class, to provide a wider range of course offerings. They are also working with our College and Career Readiness specialist in order to provide a wide range of opportunities. Our Director of Student Services meets monthly with our Community Colleges, in order to take advantage of specialized course offerings."	Met		6/22/2022	2022
11625960000000	Lake Elementary	7	"In grades K-8, we utilize the following measures to define a Broad Course of Study: Student Access to Board Approved Instructional Materials 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 K-8 have access to curriculum-aligned instructional materials in English, mathematics, social sciences, and science. Additionally, individual teacher planners in grades K-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 K-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."	"All students have access, including all student groups. The District has only one, small rural K-8 site."	"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.	Met		6/14/2022	2022
33751760000000	Lake Elsinore Unified	7	"LEUSD has continued to track progress by reviewing course offerings, master schedules, and site programs. For example, in 2021/22, the Athletic Trainer program at Lakeside HS was re-implemented with the addition of a staff member who returned to LHS. Lakeside High was the only comprehensive high school without an Athletic Training program, and educational partners had requested the District review the CTE course offerings to see if this program could again be expanded to LHS. The courses offered through CTE pathways and A-G compliance requirements have continued to be monitored through the CA School Dashboard – specifically the College & Career Indicator (CCI). Programs such as Academic Placement (AP) and International Baccalaureate (IB), Advancement Via Individual Determination (AVID), Career & Technical Education (CTE), Dual Enrollment, Dual Immersion, and Visual & Performing Arts (VAPA) courses continue to be offered to support students’ access. The math intervention teachers have continued at Elsinore Middle School, Lakeland Village School, and Machado Elementary School have continued as well as the art teacher at Lakeland Village School. The Dual Immersion program at Railroad Canyon Elementary School has continued to be expanded through the fourth-grade level with its final class to be added in 2022/23. The JOEY program, a Tier III intervention, was brought back in 2021/22 to support primary grade level students who struggle with their behavioral needs."	"Through the Pandemic, there were a variety of outside agencies the District was not able to work alongside due to the CDPH health guidelines/restrictions. For example, some school sites provided additional arts integration through outside agencies, but these were not able to be implemented in 2021/22. Even through the Pandemic, LEUSD was able to continue to offer the elementary Professional Learning Communities (PLCs) through the support of physical education teachers who taught at fifteen school school sites. These weekly hours have proven successful as students receive half of their PE minutes while teachers are able to work together collaborating on their students’ learning. This year, all grade levels implemented the science adoption for the 2021/22 school year. Due to the Pandemic and CDPH health guidelines, the majority of professional development was held via videoconferencing. All levels of teachers have requested to continue the professional development into the 2022/23 school year. Due to the learning loss experienced from the Pandemic and the magnitude of the recent science adoption, LEUSD has decided to postpone the History Social Science pilot. Similarly, Riverside County Office of Education has requested additional professional development prior to taking on the secondary World Languages pilot adoption as well."	"This year, the most significant barrier has been the increased chronic absenteeism experienced by LEUSD. Unfortunately, not only is this increase due to the tremendous number of students who were quarantined consistent with the CADPH health guidelines, but also, many students were struggling with consistent attendance through the Pandemic. The broad course of study was still offered at all grade levels, but over the past two years, the District has seen a decline in its A-G compliance rate as well as its decrease in the number of Academic Placement (AP) tests taken as well as passed. To support these declines, LEUSD plans to hire a College & Career Readiness Counselor to support secondary counselors to support their abilities to remove those barriers common to students. The District continues to add to its Dual Enrollment courses as additional staff members complete or are hired with the Masters Degree requirement. The partnership with MSJC has continued to be a success with those students being served in these classes."	"During the Pandemic, as LEUSD surveyed families to understand their needs for in-person or distance learning programs, results showed the District was to expand its distance learning program to meet the needs of families. Ultimately, the District expanded its distance learning program to accommodate elementary and secondary students’ request to be enrolled in courses which allowed students to be safe at home. These requests resulted in approximately five percent 5% of the student body enrolled in the distance learning program. Secondary students were able to enroll in the Keith McCarthy Academy, and elementary students were able to remain at their school sites with distance learning teachers who served students at various school sites. The intent was to limit the disruptions for families and students who were still experiencing significant impact from the Pandemic. Each family had different reasons for their choice, and the expansion of the elementary Distance Learning Program and secondary Keith McCarthy Program allowed options for students and families. Next year, the distance learning program will continue to be provided to those families who continue to choose this delivery model even though the Pandemic may decline. In 2022/23, all students will be served at the Keith McCarthy Academy."	Met		6/9/2022	2022
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) 83.7% 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.  However, systemic overrepresentation of English Learners, males, LatinX males, low income students, and low income males as having disabilities may create barriers to these student groups accessing the District’s broad course of study.  English Learners 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.  Significantly more males than females are identified as having disabilities which may result from differences in how males and females behave.  Systemic implicit bias, student exposure to environmental factors and resulting behavioral issues, and placement in more subjective disability categories may cause overrepresentation of low income students for special services despite their challenges in school being unrelated to disability. Student with disabilities may not be held to the same expectations as general education students, consistently be enrolled in lower level classes, and have limited access to higher level courses.      In reviewing the number of and how long students have been identified as English Learners, it was found 83.7% 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).  Inadequate support for English language acqu"	"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"	Met		6/23/2022	2022
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 electives. The school has highlighted CTE course requirements during the development of the IGP.  The IGPs are reviewed annually by the student’s teacher and counselor with student/parent.  Students also receive instructional funds allowing them to select course curriculum and 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), progress reports (grades 9th-12th), 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 a broad 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)."	Met		6/6/2022	2022
17640300000000	Lakeport Unified	7	LUSD uses the CLHS and TMS master schedules as out 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 student. Our NHS master schedule shows an expanding number of course offerings unless student elect to take classes online. NHS students will have access to electives at CLHS in the coming school year.	Our biggest barrier is the State of California’s rigid definition of in-person instruction and independent study instruction. We also have a smaller high school which does limit the number of staff we can hire and sustain.	We are implementing a blended model of courses for all students at the high school level. Students will have broader access to classes in our Home School and Comprehensive School.	Met		6/16/2022	2022
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."	Not Met		10/5/2022	2022
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]"	Met		6/21/2022	2022
16639660000000	Lakeside Union Elementary	7	"Lakeside Elementary is currently using our student information system to ensure that all student have access to a broad course of study. Students in grades TK-8 are enrolled in self-contained classrooms that include integrated areas of study. 95.72% of all students are considered unduplicated or low income students during the 2021-22 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 5-8, we are limited to 1 or 1.5 teachers per grade level. We have to organize classes based on enrollment, staff, and classroom availability. We have had to include grade level combination classes for several years. This can be a barrier, as it is not optimal."	"In order to assist staff with this condition, we continue to provide additional support staff, a physical education teacher, and professional learning.  We continue to work with students, teachers, and families to provide opportunities for students that increase access and enrollment to a broad course of study."	Met		6/22/2022	2022
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 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."	"LUSD 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 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 innovative VAPA 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 timely support for all students.   We will explore and define ways to improve service delivery models for our students in Special Education so that we may provide equitable access to the curriculum and instruction. 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."	Met		6/23/2022	2022
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."	Not Met		11/2/2022	2022
15635600000000	Lamont Elementary	7	"The district uses the master schedules, grades, specialist programs, and participation rates in co-curriculum and extracurricular activities, as 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's schedule.  All elementary schools have access to the district’s Dual Immersion program. The program has been expanding and currently, LESD has about 30% of the student population in kindergarten through 8th grades in the Program.  At the Middle School, students have access to Spanish Literature and Spanish Science.  Other courses available to all 7th and 8th-grade students are STEM, Art, and Band. In addition, all students 4th - 8th grades have access to the AVID program. The district is expanding AVID to all grades kindergarten through eight. All 4th – 8th-grade students have access to Performing Arts: band, music, and choir. All students from Kindergarten through 8th grades have access to technology/Chromebook for every subject."	"The area in which LESD finds a barrier preventing us from providing a broad course of study is in the Performing Arts for the lower grades K-3. The ELA would have to hire a Music/Band teacher for each of the 2-elementary schools in the district to teach kindergarten- 3rd-grade students. At this point, LESD is providing Performing arts to 4th-8th grade students only."	"The LEA is in the planning stages of transforming each elementary school into an academy. Each school will have a focus area of study. However, the four schools will continue to provide access to technology, AVID, music/band, and all the CORE subjects.  One of the schools will become a Performing Arts Academy kindergarten -6th grade. All grades will have access to music, band, choir, choir, theater, and more. The other three elementary schools will also have a focus:  1) Dual Immersion Academy K-6th  2) STEM Academy K-6th  (new school)  3) Environmental Science K-6th"	Met		6/21/2022	2022
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 2021-22 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 English learner program at three middle schools within Lancaster, and we are planning for expansion in the 23-24 school year. Visual and Performing Arts is offered at our elementary schools, and middle schools, is also offered strategically throughout the district and across subject matter, and is integrated into the 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."	"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 regard to implementation due to the need to address areas of lost instruction for our students. 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. Further, there is one academy within Lancaster School District that offers a full course offering from Project Lead the Way."	"Lancaster 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."	Met		6/7/2022	2022
19647330108928	Larchmont Charter	7	"We offer CA standard-aligned course of study based on grade level, academic level and aligned to A-G coursework for High School and AP courses are open to all students in high school. We also offer a Transition Program to students who have an IEP and have received their high school certification already."	"Since we align TK-12, we are able to cohesively plan the academic programs to provide access, grade level appropriate curriculum, intervention to all of our students and evaluate it's progress throughout."	We provide a broad course of study to all of our students. We could offer even more offerings if we received more money to build out programs beyond the regular scope.	"We are continuing to have multi-grade teacher planning, offering planning time, and offering instructional coaching to teachers."	Met		6/6/2022	2022
41689570000000	Las Lomitas Elementary	7	#NAME?	"In reviewing school and grade level data for the 2021-2022 school year, all elementary students had access to a comprehensive course of study as outlined by Education Code.  A course dedicated to DEI called MOSAIC (Making Our School An Inclusive Community) was created to help build community and celebrate the diversity that is represented in our community. Classroom teachers provided all most Response to Intervention due to teacher reassignment. One Reading Specialist was reassigned to her pre-pandemic position and another teacher as a Math Specialist as part of our Learning Recover Plan to support students in Reading and Math.  In reviewing student schedules and associated data for the 2021-22 school year all middle school students had access to a broad course of study as outlined by Education Code. Middle school students were able to choose electives from a broad course catalog, including Visual and Performing Arts, Technology, and Music. Response to Intervention classes were offered in lieu of an elective to some students as identified by data as part of our Learning Recovery Plan."	There are minimal barriers preventing access to a broad course of study.  Some middle school students identified by our Learning Recovery Plan as needing additional support take a dedicated intervention class instead of an elective.	"The District plans to open in August 2022 with regular schedules with students in-person learning five days per week. This will mitigate many of the issues encountered in 2020-2021 and 2021-2022. In addition, the middle school will return to the eight-period schedule, which allows all students access to math courses that start students on a pathway to Algebra 1 or Geometry in 8th grade and have at least one or two choices of electives (Support classes, Art, Technology, Music, French, Latin, Mandarin, and Spanish)."	Met		6/8/2022	2022
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 access and achievement data. This data is disaggregated by student group in the interest of ensuring 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 (including Career Technical Education courses) has formed an Early College Academy which targets low income and first generation college aspiring students, has removed many prerequisite barriers, and has seen growth in A-G completion rates."	"With the Local Control Funding Formula, LVUSD is funded in the lowest 10% of per pupil funding statewide, and has limited access to federal and state grants, forcing the District to prioritize, consolidate and focus its instructional programs over the past few years."	"LVUSD will continue to evaluate all student achievement data, including that of underrepresented students, and will shift instructional practices accordingly.  LVUSD will continue to expand access to rigorous courses and dual enrollment opportunities."	Not Met		10/18/2022	2022
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."	Not Met		10/19/2022	2022
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 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 City 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 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."	Not Met		10/19/2022	2022
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"	Met		6/22/2022	2022
18641390000000	Lassen Union High	7	All students have access to and are enrolled in a broad course of student.  Data is collected based on enrollment and completion of courses for a broad course of study.  This includes data on student demographics to ensure that all students have access and are successful at completing these courses.  PSAT data provides the district with an additional resource to encourage minority students to take AP courses.	Lassen Union High School District administers the PSAT to all 9th-11th grade students.  This includes students with an IEP or who are EL students.  Additional programs have been added to increase course offering based on student and community needs.	There are no barriers at this time but it is important to note that if the state does not address the area of credentialing for CA educators that this may cause issues in the near future.	Additional programs have been added to ensure that students have access to a broad course of study that is engaging and preparing them for post secondary education or job opportunities.	Met		6/28/2022	2022
43694274330668	Latino College Preparatory Academy	7	"Student’s coursework and enrollment in courses are accurately tracked and monitored in our student information system, PowerSchool. Academic Counselors, alongside and led by our Director of Curriculum and Instruction, ensure all students are enrolled in 6 core courses, including Electives, annually. All students have the opportunity to take Advanced Placement Courses, Dual Enrollment Courses (Grade 11 and 12) and Electives via a Course Selection tool within our student information system and/or by requesting said courses directly with their academic counselor. All Academic Counselors review the courses selected by students to ensure students are enrolled in correct courses that not only meet A-G requirements, but student needs, including those students with exceptional needs and English Language Learners. In addition, Academic Counselors develop 4-year plans with students and monitor student progress to ensure students are enrolled in the correct courses for both Graduation and A-G Eligibility. Academic Counselors at the end of the semester review student trackers and make sure that students who need modified schedules receive a modified schedule that suits their needs."	"Currently, all students have access to and are enrolled in a broad course of study, including honors courses, Advanced Placement courses, Dual Enrollment courses (11th & 12th grade), and a variety of electives, appropriate to their grade level and A-G and graduation requirements. In addition, English Language Learners have access to designated English Language Development courses to support their language development. Students with special needs and English Language Learners are enrolled in all mainstream courses and receive push-in support."	"A student’s English language proficiency may provide a barrier to accessing certain courses offered to them due to them having to take additional language development courses and/or needing higher levels of English in order to meet course language requirements. Yet, all students have access to a broad course of study."	"In response to the results of the tools used to measure access to a broad course of study, our LEA continues to find opportunities to expand our course offerings. We have added new elective courses, Ethnic Studies, Advanced Placement Courses, and increased Dual Enrollment Course selection. We have also implemented Newcomer sessions to support Short-Term English Language Learners and  hired general education paraprofessionals to support English Language Learners in their courses throughout the school day. Additionally, the LEA adopted a new English Language Development curriculum in 2021/2022."	Met		6/15/2022	2022
01771800138289	Latitude 37.8 High	7	"Latitude develops a Personalized Learning Plan for every student, which is a key tool that the LEA uses to track students’ access to and enrollment in a broad course of study. Every student has an advisor who oversees the Personalized Learning Plan throughout the student’s four years at Latitude. The Leadership Team conducts a review twice annually of students’ Personalized Learning Plans and transcripts, then analyzes results overall and for all subgroups."	"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)."	Not Met		10/20/2022	2022
10622810000000	Laton Joint Unified	7	"Course schedules are created collaboratively by our Administrators and counselors to ensure students have as many options as possible for course selections. Student transcript reviews take place a minimum of once a year with each student. At the primary grade levels, teachers, the school counselor, and the administrator work together to ensure students are placed accordingly to create balanced classrooms. Counselors, teachers, teachers, and school administration review test scores(CAASPP, ELPAC) and local assessments to identify students who need support and to place students accordingly in classes. The elementary school offers a comprehensive course of study by providing a Dual Langauge program from Kindergarten through eighth grade. Students learn to be bilingual and bi-literate in the Spanish language. In middle school, students are allowed to choose from a variety of electives. Middle school teachers, the counselor, and the administration collaborate for the proper placement of students. At the secondary level, 9th-grade students visit the high school campus in the spring for a full day. At this time, students biome familiar with the campus, meet teachers and staff and meet with the counselor and administration, where they are assisted with their course selection and schedule. All students are placed on an A-G track.  Students can take various courses throughout their four years of high school, including rotating AP and CTE courses."	"Laton Unified School District comprises three schools covering the TK-12 grade span. Serving as a Title I District, students are equally distributed amongst programs and teachers. Students with exceptional needs are placed on an IEP, considering their individual needs. While students are placed in general education programs, discussions are ongoing to increase inclusion.  The elementary and middle schools have hired a full-time counselor to serve the students in kindergarten through eighth grade. The counselor works collaboratively with all stakeholders and raises students' capacity by informing them of all the available electives. Students with exceptional needs are placed accordingly and have equal access to enroll in a broad course of study. Furthermore,  the master schedule at the middle school has transitioned to a block schedule. The size of our schools allows all of our students to access all the classes offered. With two full-time academic counselors, grade monitoring is consistent at all sites. Intervention, enrichment, and progress monitoring are beginning to align. The counseling department is working on bridging resources and easing the transition from middle to high school. The master schedule at the high school is created with student choice in mind.  Science and CTE courses are aligned with the FFA program, which offers students the opportunity to participate in industry field trips and numerous projects that prepare them for college/career and the workforce."	"All students attending Laton Unified School District (LUSD) have access to a comprehensive course of study. However, through a self-review, some barriers were identified in two groups: students with exceptional needs and newcomers. Although the term barrier is used, it was a limitation for a short time. Once these challenges were identified, adjustments were made to provide access to and support students. The size of our high school creates a challenge in some instances. Students with exceptional needs may be limited in course selections because their desired course doesn't fit their schedule. Either because they were in a pull-out model or they had to be in support classes that target specific needs as specified by their IEP.  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 these student demographics, which are 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. This is in place for the first two years of enrollment, limiting newcomers' course selection because they must take language development courses."	"In addressing recognized barriers, the district recognizes the need for additional support for students with disabilities. The district will continue to provide support by employing instructional aids to assist students who need extra help to access core instructional programs. Professional learning/development opportunities will be a priority for the district when planning professional development. The addition of PAPER Education as supplemental support has been implemented for grades 3 to 12th as additional support for students. Paper is a student-centered online tutoring system that offers 24/7 live tutoring support. The district's dual language program continues to benefit from the extension of providing the Spanish elective at the middle school. Students continue to strengthen their Spanish language skills in middle school and will be better prepared for the AP Spanish language courses at the high school level. By being better prepared, more students will be eligible to receive the Seal of Biliteracy at graduation. The counselors and site administrators review the master schedule and teacher assignments to meet student's needs and ensure all students have access to a broad course of study."	Met		6/22/2022	2022
09619110000000	Latrobe	7	"The Latrobe School District tracks access to a broad course of study using AERIES enrollment data, Williams Act compliance data, and stakeholder surveys."	"The Latrobe School District provides a broad course of study to students. In addition to core academic classes prescribed by Education Code, our schools also offer a variety of elective experiences, including foreign language, 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. High performing students in 8th grade also have the opportunity to take Algebra, in addition to the standard Course 3. This course is provided online and facilitated/taught by our middle school math teacher."	"This year, the district selected a new science curriculum to be implemented in 2022-2023. During this school year, our teachers will continue their training on the new program and develop increased proficiency using the program, online resources, and hands-on materials."	Next Generation Science materials have been adopted for the 2022-2023 school year and ongoing training and support (both in-person and virtual) will be provided to ensure that they best meet the needs of our students.	Met		6/21/2022	2022
12626870124263	Laurel Tree Charter	7	"We address this in LCAP Goal 4 through the following actions: *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 and Forest School Principles. High School teachers continue to develop both A-G elective and core classes *Review and reflect on structures, traditions, and spaces that support student social and emotional well-being and academic success at the Staff Retreat. Plan for next year with a renewed emphasis on those things that we identify. Plan for renewed training and inclusion of our restorative practices and mindfulness, school-wide. *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. **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. *Increase our ability to get students off-campus and outside with vans, bikes, and boats. *Forest School Aides to facilitate being off-campus. (covid funds) $20,000 $100,000 materials and supplies $90,000 vans, bikes, boats (ESSER 2)  And also in Goal 5 of our LCAP - Graduates that are ready for college and careers."	Our school is very small.  All our students have access to what we provide and there are no significant differences between student group access.	None.	"We will continue to use our LCAP as a tool to analyze, plan, and implement actions to ensure access to a broad course of study for all students.  Specifically LCAP goals 4 and 5."	Met		6/28/2022	2022
36750440118059	LaVerne Elementary Preparatory Academy	7	LEPA serves scholars in grades TK – 6.  All scholars are provided a broad course of study covering the following subject areas: ? English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education. This broad course of study is provided to all scholars at LEPA including unduplicated student groups and individuals with exceptional needs. The LEA utilizes progress reports and report cards to track and measure progress of scholars’ access and academic mastery in these areas. All areas of study are provided here for monitoring.	"As stated, scholars at LEPA all have full access to a broad course of study. This includes English Language Learners and scholars with exceptional needs. The broad course of study is imbedded at all grade levels using methodologies and pedagogical strategies to best reach scholars at their level. Furthermore, EL scholars receive additional support with reading specialists on campus who focus on ELD methodologies.  Our scholars with exceptional needs are also privy to access to our school Learning Resource Center where additional support is provided by our Special Education and instructional aides."	We have not identified any barriers.	LEPA will continue to provide a broad course of study for all scholars.	Met		6/27/2022	2022
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, Theater, 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, Honors, Digital Citizenship, Band, Physical Education, Computer Programming and Engineering, and Current Events. Course enrollment reports through our data management systems identify access and enrollment figures for unduplicated pupils.   Our elementary classroom teachers also have schedules that include Language Arts, English Language Development, Mathematics, History, Science, Visual and Performing Arts, Physical Education, and Computer Programming and Engineering."	"For the 2021-22 school year, Lawndale students back at our schools had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i).  In addition to all students receiving a broad course of study, Lawndale 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. In order to ensure that students are accessing all courses, sites have English Learner Instructional Teachers, Language Arts Specialists, Math TOSAs, Social Workers, Counselors, Assistant Principals, Learning Center Teachers, Bilingual Instructional Assistants, and Technology Aides to support all students especially our unduplicated pupils and students struggling academically, behaviorally, and/or social emotionally. In addition, the Realizing Amazing Potential Before and After School Program (known as RAP Program) offers to all students at all sites opportunities to participate in additional academic and social emotional building activities that continue to expand our course of study."	All Lawndale students have access to a broad course of study. There are no barriers in place that would prevent our students from accessing the appropriate courses and material.	"To ensure access to the most current course material, Lawndale continues to invest in the adoption of updated state approved curriculum.  Ed Services will collaborate with our middle school math department in the process of vetting 6-8th grade math curriculum that is aligned to the math Framework and is relevant to our student needs and demographics.  We will continue to collaborate with community partners like Creating Opportunities for Physical Activity (COPA) and PS Arts in order to provide the best art and physical education program to all our students.  We will continue working with classroom teachers, teacher leaders, and site administrators in order to continue expanding and enhancing our Programming and Engineering program.  This is a brand new program set to launch first with our 5-6th grade teachers.  Our middle school students will benefit from new Science curriculum that will better support access Next Generation Science Standards (NGSS).  Our RAP program collected stakeholder input, including students, in order to implement an improved and relevant program."	Met		6/21/2022	2022
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."	Not Met		10/20/2022	2022
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 2021-22 school year gave a score of 100%.	"The self evaluation tool for the 2021-22 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 20.00 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.	Met		6/28/2022	2022
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 2021-22 school year gave a score of 100%.	"The self evaluation tool for the 2021-22 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 24.20 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.	Met		6/22/2022	2022
33103300125237	Leadership Military Academy	7	"LMA 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 LMA 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.  As a small school, LMA may adjust the course offerings each year to meet students’ needs and interests."	"LMA 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."	"LMA 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."	Met		6/23/2022	2022
01611920108670	Leadership Public Schools - Hayward	7	"Our counseling department works closely with our students to ensure that they have access to courses that will enable them to meet all A-G requirements, and we prioritize those courses in our master schedule."	All students have access to a broad course of study.	None.	None	Met		6/23/2022	2022
07617960101477	Leadership Public Schools: Richmond	7	School administrators meet regularly with deans and ITL to examine data which drives course offerings.There is also training for infinite campus (SAS) to work to have student generated scheduling. Teacher/instructor input on courses offered and order to excel student achievement and connect to our student learner outcomes.	All students have access to a broad course of study.	"High teacher absences has added barriers to teachers acting as coaches and mentors that facilitate meaningful learning. Additionally, we have struggled with school culture for Black/ African American students and staff."	"In response to data, LEA will continue to extend teacher understanding and utilization of standard alined units and teaching to enrich the education of all students as it relates to tier I supports. Develop enrichment opportunities as it relates to arts, and both physical/ mental health. Working with community partners and career pathways director develop post-secondary opportunities for college and career pathways, using the data to expand course offerings. Increase opportunities for Parent/Guardian/Caregiver involvement, voice and knowledge."	Met		6/23/2022	2022
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."	Not Met		9/8/2022	2022
37680230138073	Learning Choice Academy - Chula Vista	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."	Not Met		9/8/2022	2022
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). We 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."	We find there are no barriers preventing LFLCS from providing access to a broad course of study for all students.	We will continue to offer curriculum through Edgenuity to ensure access to a broad course of study for all students.	Met		6/29/2022	2022
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."	Not Met		10/20/2022	2022
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: Driver’s Ed, Work Experience, Career Exploration"	"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 ELD. An ELA textbook series was adopted in the 2021-22 school year. Curriculum modules were developed and are being used in 2022-23. LW will continue to build on college and career supports and 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, physics and biology are now A-G approved and our school will continue to select courses for A-G approval. English language arts are the next set of courses to be submitted for approval."	Met		6/28/2022	2022
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, Multilingual 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, Multilingual 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 instructional 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 need additional support academically have the support of intervention teachers, 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 district will continue to provide extensive professional development and support to classroom teachers in building their collective efficacy.  In 2021-22 the district provided instructional coaches, intervention teachers, 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 continue these services in 2022-23.  To support underserved students and students with disabilities, the district has implemented multi-tiered systems of support. Additionally, a principal coach is provided to support site administrators with managing their school sites as well as the responsibilities of instructional leadership."	Not Met		9/13/2022	2022
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 m courses."	"LMCHS is collaborating with California College Guidance initiative to achieve two objectives: I) 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."	"When examining LMCHS' CAASPP scores over the past few years, there is a clear need to improve math performance. Math CAASPP scores are near the state average (38%), while our ELA scores far exceed the state average (84%). As a result of the review of this data, LMCHS has decided to focus on improving these math scores on the CAASPP, in an effort to improve educational access."	"Intervention strategies will be utilized to target lower performing students in math, as well as other content areas. Project day time will be employed to direct additional instructional time to these students, with math CAASPP scores and local formative assessments used as a metric to observe the effectiveness of the intervention."	Met		6/23/2022	2022
16639820136234	Lemoore Online College Preparatory High	7					Met		6/9/2022	2022
16639740000000	Lemoore Union Elementary	7	"1. 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."	"2. 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 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, 54% in 2019-2020, and 47% in 2021/2022 school year. Middle school participation rates in the music department continues to grow increasing from 26% in 2017-2018 to 28% in 2018-2019, 29% in 2019- 2020, and 24% in 2021/2022 school year."	"3. A barrier to increasing the amount of students receiving music instruction is the time available for this instruction on each school's master schedule. Although, in 2021/2022 the music program reinstated programs that had been paused due to the pandemic. However, 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."	"4. 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 hired an additional music teacher for the 2021-2022 school year to expand the music program and help it evolve from music appreciation in 4th grade to instrumental or choir instruction."	Met		6/14/2022	2022
16639820000000	Lemoore Union High	7	"LUHSD ensures all students, including unduplicated students and students with exceptional needs, have access to a broad course of study by developing four-year plans with students for course planning, regular meetings with counselors for class selection and placement, a wide variety of college preparatory and CTE courses available, and by offering an extensive variety or interventions and supports to ensure student success in courses. LUHSD is collaborating with California College Guidance initiative to achieve two objectives: 1) All high school seniors will have clear postsecondary goals and a plan on how to achieve them. 2) Student transcript data will follow them through the educational system to provide information on admissions, placement, guidance and financial aid."	"Students (including unduplicated students and students with exceptional needs) received instruction in visual or performing arts, music, and physical education, and participate in these subjects as evidenced by the numbers of students in art, music, and PE.  The number of students at LHS is increasing in music, performing arts, PE and CTE pathways.  Jamison High is incorporating more CTE courses and working on pathway development, as well as, offering PE courses."	"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. LUHSD is using onsite coaching to improve the use of PLC process with the goal to change essential practices and instruction that leads to increased student achievement.  To that end, more emphasis has been placed on our Multi-Tiered System of Supports (MTSS) through onsite coaching.  LUHSD will be adding professional developing on Equity and Access as part of MTSS."	Met		6/9/2022	2022
19647090000000	Lennox	7	"The Lennox School District  is committed to provide all students access to a board course of study. In addition to participation in the core instructional areas of ELA, Math, Science, History; Lennox School District is committed to providing students with a broad course of study that includes student choice options for participation in Visual/Performing Arts, Dual Language, Applied Arts, and Career Technical Education at the middle school level. Our after school program also helps to ensure students have access to music and arts after school.    Our district annually reviews course offerings, master schedules, elementary classroom schedules, report cards, and Individualized Education Plans (IEPs). We also 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. School principals request and collect schedules from all teachers and monitor implementation of standards with regular classroom visits and benchmark assessments."	"100% of Lennox students have access to a broad course of studies. All students have access to CA standards aligned  instructional materials for all core subjects. According to our yearly surveys:   97% of students reported that their school has the textbooks and learning materials that they need to be successful.   89% of teachers reported that the district provides textbooks, learning materials, and digital programs and resources to support student learning.   75% of teachers reported that the district effectively supports professional development for teachers.  73% of teachers reported that they are able to request and receive coaching and or support from the district when needed.   The curriculum includes periodic assessments to monitor student learning and in addition each site administrator performs formal and informal observations in classrooms. Each elementary school has three Intervention Specialists to ensure that all students needing academic support receive intervention during the school day. Students have daily access to technology that is integrated into the rigorous standards-aligned academic programs with the goal of developing 21st century skills."	"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. Although all students have access to a broad course of access, a major obstacle has been the learning loss that students experienced during the pandemic and distance learning."	"The Lennox School District continues to work with educational partners to ensure that students are receiving a broad course of study. The district office and the middle school will continue to review course offerings, master schedules, enrollment, teacher credentials, and funding to find innovative ways to broaden the course of study for all students. The district will continue to reflect on current practices and identify opportunities for improving programs, and seeking the best research-based practices to address any barriers.     Lennox School District strives to create a learning environment that is equitable for all students to ensure access to a broad course learning opportunities.The district continues to identify a need to increase our practices and implementation of the Multi Tiered System of Support (MTSS). Additionally, a need for more support in social emotional learning has been identified. Lennox School District has recently implemented a district-wide SEL program (Leader In Me)  to address these needs."	Met		6/14/2022	2022
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 Lennox Academy has been able to expand with the addition of two buildings made possible through a grant and through a Lennox School District bond. These additions offer a makerspace for our engineering students and classrooms to provide courses such as welding and automotive technology. Finding staffing to teach CTE courses has also been difficult and has put on hold the automotive technology course. The Engineering building, which offers a makerspace, was 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  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. 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 added to the master schedule in order 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."	Met		5/26/2022	2022
37680230119594	Leonardo da Vinci Health Sciences Charter	7	"LdVCS utilizes research-based schoolwide curricula, iReady, a robust RTI program, a designated ELD program, and a comprehensive SPED program to track the extent to which all students have access to a broad course of study."	"All students at LdVCS are placed in the least restrictive environment that is developmentally appropriate for them.  Based on their unique needs, all students are given scaffolds and supports to access the grade level curricula.  Learning is differentiated to meet the needs of all learners."	Some current barriers are an increase in the percentage of novice English learners in our population and an increase in severe needs amongst our SPED population.	LdVCS has increased professional development in Multi-Tiered Systems of Support and supporting multilingual learners.	Not Met		9/15/2022	2022
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 high, around 86.6%."	"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."	Met		6/16/2022	2022
53717460000000	Lewiston Elementary	7	"As a small, single school district, LES uses course enrollment to tack the extent to which all students have access to and are enrolled in, a broad course of study based on grades, grade reports, grade spans, unduplicated student groups, and with exceptional needs."	We have one site. All LES students in grades TK-8th have access to all classes required for graduation and or promotion. Students with disabilities are also provided with all resources and support as indicated in their IEPs.	"A barrier that exists for our district is the inability to hire needed teachers for specials, such as foreign language and music.  We are in a rural area and have not been able to hire and or retain qualified instructors."	"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 additional electives.  Daily and weekly schedules, along with the allocation of school minutes, will be continually refined and revised to maximize the courses that students can access."	Met		6/20/2022	2022
54719850000000	Liberty Elementary	7	"All students in grades TK-5 receive art, music, and PE in addition to core subjects. In our middle school, we use multiple means to track the extent to which all students have access to, and are enrolled in, a broad course of study: Course codes listed for student classes are inputted into Aeries student information system and identifies course content. Students elect up to three (3) elective classes in order of preference to balance academic and non-academic pursuits.  Naviance College and Career Planning Tool is used.   Special Education: Access for students with special needs is measured by progress monitoring reports from their IEPs. Special education also uses progress monitoring reports from specialized intervention curriculums used in its programs. IEP writing software generates user reports that indicates that special education teachers are using this tool to generate appropriate goals for special education students. Service providers maintain service logs to monitor that all IEP services are implemented as outlined in the IEP. Transition meetings are held at the end of the students 8th grade year to plan for attending high school."	"LESD uses the following to track how all students have access to, and are enrolled in, a broad course of study: 1)  For middle school students class course codes outline all required and course enrollment. 2) LESD offers a broad course of study that is available to each student. There are no prerequisites or restrictions. 3) Students with disabilities, English Learners, and students receiving Tier 2 and 3 intervention have access to educational and academic supports for learning. The LESD Board of Trustees have a common goal to raise the achievement of historically underrepresented students and increase participation and success in all educational areas. The district will assure equity of preparation, access, opportunity, and support from TK-8th grade. Annual enrollment and achievement data are reviewed every 4-6 weeks to inform recruitment and support efforts."	"Barriers preventing LESD from providing access to a Broad Course of Study include: 1) The school schedule limits the available time for targeted intervention and services for all grade levels. School academic team struggled to identify an intervention period for special education, English learner, and struggling students without impacting other curricular time periods within the daily instructional day; 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 continuing to benefit 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 staff collaborated to identify alternative options for targeted and supplemental intervention that limit access to a broad course of study. The district is working to create after school programs to provide intervention outside the typical school day so students will have greater access to a broad course of study.   Special Education: The District has an established 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."	Met		6/28/2022	2022
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 tracked 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.	Not Met		9/15/2022	2022
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 tracked 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.	Not Met		9/15/2022	2022
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 tracked 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.	Not Met		9/15/2022	2022
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."	Met		6/22/2022	2022
19646670123174	Life Source International Charter	7	"LSICS tracks the progress in meeting Priority 7 standards through ongoing reviews of course offerings, class schedules, and school schedules to evaluate the presence of student access to a broad course of study. We review access to course enrollments based upon the districts student information system, Powerschool, across grade spans, and targeted student populations including but not limited to foster, homeless, English learners, Special education and low socio-economic."				Not Met		9/30/2022	2022
01612590130633	Lighthouse Community Charter	7	"The LEA uses a data dashboard connected to the LEA's SIS to ensure that all students have access to and are enrolled in a broad course of study. The LEA ensures that all students are on track to earn a A-G eligible diploma, with the exception of some students who are eligible for a state basic diploma or certificate of completion based on their individualized educational plan. 85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding."	"85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding, representing the broad course of study needed to be successful in a 4 year college."	"The only students who do not have access to the A-G course of study are students who are eligible for a LCPS State Basic Diploma (foster youth, unsheltered students, IEP/504, and migratory students) or a LCPS Certificate of Completion (some students with IEPs). Even in these cases, students still have access to a broad range of courses across English, Math, Science, History, LOTE, VAPA, CTE, Electives, and Physical Education."	The LEA has continued to expand access to Career Pathways and CTE Pathways for all students to allow all students attending the LEA to be college and career ready.	Met		6/15/2022	2022
01612590108944	Lighthouse Community Charter High	7	"The LEA uses a data dashboard connected to the LEA's SIS to ensure that all students have access to and are enrolled in a broad course of study. The LEA ensures that all students are on track to earn a A-G eligible diploma, with the exception of some students who are eligible for a state basic diploma or certificate of completion based on their individualized educational plan. 85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding."	"85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding, representing the broad course of study needed to be successful in a 4 year college."	"The only students who do not have access to the A-G course of study are students who are eligible for a LCPS State Basic Diploma (foster youth, unsheltered students, IEP/504, and migratory students) or a LCPS Certificate of Completion (some students with IEPs). Even in these cases, students still have access to a broad range of courses across English, Math, Science, History, LOTE, VAPA, CTE, Electives, and Physical Education."	The LEA has continued to expand access to Career Pathways and CTE Pathways for all students to allow all students attending the LEA to be college and career ready.	Met		6/15/2022	2022
52105206119606	Lincoln Street	7	"A review of student records indicates that all students have access to and are enrolled in a broad course of study, including English learners and students with exceptional needs."	"Lincoln Street School has provided instruction in core areas (ELA, Science, History-Social Science). Age appropriate enrichment opportunities are available for all students which include visual art instruction, STEM, and social development."	"For the 2021-2022 school year, the biggest barrier was inconsistent participation in learning opportunities.  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.  Another barrier is using the data to appropriately place and support students who are identified as one or two grade levels below their peers."	Lincoln Street School will continue to provide in-depth curriculum training for all parents. Teachers are prepared to address gaps in second through eighth grades by offering in-person instruction for math and ELA. Enrichment opportunities will continue to be offered either in-person or virtually to increase participation.	Met		6/13/2022	2022
39685690000000	Lincoln Unified	7	"Lincoln Unified School District (LUSD) tracks progress towards meeting State Priority 7 standards by 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, 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 2021-22 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 elementary schools offer access and enrollment in the seven areas identified as a broad course of study. Elementary students can access courses, such as visual and performing arts within their regular school day. Students needing specialized supports provided outside of the general education classroom are at risk of missing visual and performing arts opportunities. This is a potential barrier."	LUSD will respond to the barrier by reducing pull-out supports and implementing Universal Design for Learning strategies in mainstream classrooms.	Met		6/29/2022	2022
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 studies:  (1) Customizable Aeries reporting for specific groups provide relevant data; (2) Courses are A-G approved (as appropriate) and are taught by credentialed teachers; (3) Site administrators, Dean of Students, and counseling staff meet with students individually to enroll students in a pathway of courses."	"All students in Linden Unified have access to, and are enrolled in, a broad course of study as demonstrated in Aeries reporting.  Due to structural difference, 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 Dual Enrollment program with SJ Delta College."	Met		6/16/2022	2022
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 TK-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."	"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."	"Additional college-level math courses will be added to the schedule through dual enrollment. Additional opportunities for dual enrollment are 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, ten blended learning assistants support the work to offer digital literacy to learners K-12."	Met		6/27/2022	2022
15635860000000	Linns Valley-Poso Flat Union	7	"Linns Valley uses our master schedule to ensure all students have access and are enrolled in a broad course of study.  It is important to remember that Linns Valley is a rural school of 18 students in Tk-8th, so it is easy to track student access to broad course of study. This includes access to board approved standard based materials, professional learning provided to staff, and access to PE instruction.  The district continues to work on AVID strategies within the classrooms with additional teacher training as a focus for this year. All students receive the required minutes in instruction."	"Linns Valley uses our master schedule to ensure all students have access and are enrolled in a broad course of study. This includes access to board approved standard based materials, professional learning provided to staff, and access to PE instruction.  The district continues to work on AVID strategies within the classrooms with additional teacher training as a focus for this year. All students receive the required minutes in instruction.  It is important to remember that Linns Valley is a rural school of 18 students in Tk-8th, so it is easy to track student access to broad course of study."	All students at Linns Valley School District had access to and were enrolled in a broad course of study supported by highly qualified teachers.	The Linns Valley School District will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly qualified teachers.	Met		6/29/2022	2022
37103716119119	Literacy First Charter	7	"As a school, we have a full inclusion model, including all SPED, ELL and other unduplicated student groups. Our high graduation rate is a indicator of how well this full inclusion model serves all students."	"Every student at Literacy First Charter School has access to and are enrolled in a broad course of study. Our full inclusion model includes every student, in every grade, across campuses. Administration review of class lists, master scheduling and graduation rates attests to the success of our full inclusion at every grade level."	"We have large ELL, SPED, and socioeconomically disadvantaged populations, which presents challenges and barriers. Our longer school day and longer school year aid in helping us meet the needs of these students and include them in the broad courses of study. Our targeted intervention programs and academy programs at the high school provide support for students at both end of the spectrum."	"As a school we have increased our support staff, this includes SPED, ELL and general Ed staff to meet the needs of our students. We've restructured the master schedule to better support reading, writing and math. Despite being open during the pandemic, learning loss is real and we've implemented an intense academy program from first grade through high school where students will be able to make up the learning loss."	Not Met		10/12/2022	2022
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.    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. Funding through ESSER has been identified to support a 7th period ELD course to remove this barrier for English learners."	Met		6/28/2022	2022
47703830000000	Little Shasta Elementary	7	"Priority 7 is truly Not Applicable to our situation. We are a single School District with a total enrollment of 16 students. We have no students with exceptional needs. All students are provided the exact same access to a Broad Course of Study, essentially everybody gets the same instruction."	"Priority 7 is truly Not Applicable to our situation. We are a single School District with a total enrollment of 16 students. We have no students with exceptional needs. All students are provided the exact same access to a Broad Course of Study, essentially everybody gets the same instruction."	"Priority 7 is truly Not Applicable to our situation. We are a single School District with a total enrollment of 16 students. We have no students with exceptional needs. All students are provided the exact same access to a Broad Course of Study, essentially everybody gets the same instruction."	"Priority 7 is truly Not Applicable to our situation. We are a single School District with a total enrollment of 16 students. We have no students with exceptional needs. All students are provided the exact same access to a Broad Course of Study, essentially everybody gets the same instruction."	Not Met		10/27/2022	2022
49402466119036	Live Oak Charter	7	"Live Oak uses a curriculum guided by the Core Principles for the Alliance of Public Waldorf Education. While Live Oak Charter School is committed to covering all Common Core State Standards in Kindergarten through 8th Grade by the end of the 8th Grade, we do so on a different time-table from traditional public schools. The Live Oak Leadership team and Administration work collaboratively to develop a daily schedule that makes sure all students have access to a broad course of study. Main Lessons are taught in blocks of approximately three to six weeks. Each block has a topic of study, (ELA, Math, Science, History, Geography) and all the activities during the Main Lesson, which include speech, music, movement, written work, artistic work, revolve around the topic. Students create their own textbooks, known as Main Lesson Books, to record the information they are learning. Additionally, students have the opportunity to study with Specialty Teachers. Specialty Teachers are skilled professionals that either have their teaching credential or are working on their teaching credential that teach subjects such as Music, Movement, Handwork and Math. All students are enrolled in and participate in all of the classes throughout the school year. Our Multi-tiered System of Support (MTSS) provides a broad spectrum of support including students with exceptional needs."	"To ensure that students have this foundation for healthy learning, Live Oak is committed to foster healthy relationships within the community of students, teachers, and parents. We do this through fostering an environment of warmth, growth, compassion, and respect, utilizing open, direct communication that embraces growth and human striving. This is reflected in our School’s Core Values. Additionally, we use a MTSS to help monitor and provide appropriate interventions within the academic realm or with student comportment. This process includes Response to Intervention (RTI) and its tiered level of academic interventions as well as Restorative Justice approaches and Positive Behavior Interventions and supports with student behaviors and social emotional well being. Through faculty and Leadership team evaluation of CAASPP scores, Core phonics, Fountas and Pinnell assessments and STAR formative assessments, 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 have met this criteria for providing access to a broad course of study for all students.	"The Academic Coaching Team specializes in early literacy and math development and is a second tier level of Response to Intervention. All classes include access to support from Paraprofessionals that work with students with differing learning styles in order to address multiple intelligences. At times, instructional remediation may not be sufficient, and in this case a student would be referred to the SST team for a more customized intervention plan drawn up by the RTI Coordinator, Classroom Teacher, and the parents with specific goals and interventions. The RTI Coordinator would meet with the classroom teacher to hear concerns and offer instructional support. Within the SST, specific concerns are noted with data and then goals and interventions are established in order to mitigate the ongoing concern. Also, the RTI Coordinator may recommend support to the classroom teacher, in the form of books, practical classroom suggestions, or discuss other areas of expertise to serve a student. A subsequent step may involve referring a student to testing by the Resource Team, and possibly an Individual Education Plan. Overall, we will continue providing access to a broad course of study for all our students."	Met		6/28/2022	2022
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 (Spanish and Punjabi) was offered in 2021-22 to 7th and 8th grade students.  The goal is to increase access and options."	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 (Spanish and Punjabi) was offered in 2021-22 to 7th and 8th grade students and will continue going forward.	Met		6/7/2022	2022
01612000000000	Livermore Valley Joint Unified	7	"LVJUSD uses the following measures to determine the extent to which all students have access to and enrollment in a broad course of study: 1. Graduation rate 2. UC A-G compliance 3. CAASPP ELA and Math proficiency rates 4. Percentage of special education students 5. Percentage of EL students making progress towards reclassification All of the above are disaggregated to account for relative numbers of English Learners, Homeless students, Socioeconomically Disadvantaged students, Students with Disabilities, and Ethnicity subgroups."	"The vast majority of students in LVJUSD have access to a broad course of study that enables them to pursue a wide variety of post-secondary goals. For example, the overall graduation rate is consistently above 98 percent, and it remains high when disagregated for various student subgroups. Data analysis does show that, while Special Education students have access to a broad course of study, that English Learner students and Hispanic students are over-represented in Special Education relative to the population percentage in the district."	"A high rate of special education qualification in the district (>15 percent), especially among English Learners and Hispanic students, is the biggest barrier towards providing all students with access to all courses of study, including accelerated programs such as Advanced Placement classes and International Baccalaureate Diploma Programme classes."	"LVJUSD has invested time, staffing, and monetary resources towards the implementation of Multi-Tiered Systems of Support so that students can get appropriate levels of intervention before referral to Special Education. Resources have also been dedicated towards the development of Coordination of Services Teams at each school site so that schools have the resources need to effectively coordinate student intervention systems at all levels."	Met		6/28/2022	2022
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 includes 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.  Various credit opportunities exist for students with credit deficits to increase access to courses that may otherwise be inaccessible.	"Livingston Middle School (LMS) 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. The focus is on the D and F rate and its impact on student achievement and access to a broad course of study.  Emphasis is being placed on developing a strong multi-tiered system of support (MTSS) to maximize student success.  Fall and spring tutoring in targeted areas of improvement was available for all TK-8 students.  Enrichment opportunities were also offered at each site."	Met		6/16/2022	2022
01612590134015	Lodestar: A Lighthouse Community Charter Public	7	"The LEA uses a data dashboard connected to the LEA's SIS to ensure that all students have access to and are enrolled in a broad course of study. The LEA ensures that all students are on track to earn a A-G eligible diploma, with the exception of some students who are eligible for a state basic diploma or certificate of completion based on their individualized educational plan. 85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding."	"85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding, representing the broad course of study needed to be successful in a 4 year college."	"The only students who do not have access to the A-G course of study are students who are eligible for a LCPS State Basic Diploma (foster youth, unsheltered students, IEP/504, and migratory students) or a LCPS Certificate of Completion (some students with IEPs). Even in these cases, students still have access to a broad range of courses across English, Math, Science, History, LOTE, VAPA, CTE, Electives, and Physical Education."	The LEA has continued to expand access to Career Pathways and CTE Pathways for all students to allow all students attending the LEA to be college and career ready.	Met		6/15/2022	2022
39685850000000	Lodi Unified	7	Course enrollment patterns are analyzed yearly using the student information system (Aeries) to ensure that all students have access to a broad course of study. Data from Aeries in combination with grades and assessment information are also analyzed to develop English and math placement recommendations for all incoming 7th - 9th grades.	"Students are required to take four years of English, two years of math and science and three years of history/social science in core classes during high school. The following information is provided for students in grades 9-12 for the 2020-21 academic year: 94.3% of the students in grades 9-12 were enrolled in English. 95.7% of freshman and sophomore students combined and 86.2% of junior and 54.5% of senior students were enrolled in math.  86.6% of freshman and sophomore students combined and 58.6% of junior and 35.3% of senior students were enrolled in science. 90.7% of students in grades 10-12 were enrolled in a history/social science course. Though the requirement does not begin until 10th grade, 66.6% of freshman students were enrolled in a history/social science class. 95.6% of low-income students, 94.6% of English Learner students, and 91.4% Special Education students in grades 9-12 were enrolled in English. 85.5% of low-income students, 84.5% of English Learner students, and 81% of Special Education students in grades 9-12 were enrolled in math. 87.9% of low-income freshman and sophomore students combined were enrolled in science, and 48.6% of juniors and seniors combined were enrolled in science. 79.7% of English Learner freshman and sophomore students combined, and 44.3% of English Learner junior and senior students combined were enrolled in science."	"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 has established a Certificate Pathway and a Diploma Pathway for Special Education students. 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. Prior survey results showed that 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 to students."	Met		6/14/2022	2022
12629270000000	Loleta Union Elementary	7	"As a K-8, single school district, Loleta ensures the enrollment of all students including English Language learners and students with disabilities, in a broad course of study. As a very small school, Loleta is always looking for ways to add enrichment to the student experience and incorporate a range of activities to broaden the horizon for our students. At present the broad course of study at Loleta includes math, English, Spanish (voluntary program in 7th and 8th), science, social studies, physical education, technology, PE and VAPA (music class and art integrated into the classroom), In addition we have a teacher being trained through the art initiative program, which is a 4 year program, to provide arts across the curriculum. Most students with disabilities are mainstreamed and spend most of their time in the general education classroom. English Language learners have integrated and designated ELD support, designed to support them in their access to the course of study."	"As a K-8, single school district, Loleta ensures the enrollment of all students including English Language learners and students with disabilities, in a broad course of study. As a very small school, Loleta is always looking for ways to add enrichment to the student experience and incorporate a range of activities to broaden the horizon for our students. At present the broad course of study at Loleta includes math, English, Spanish (voluntary program in 7th and 8th), science, social studies, physical education, technology, PE and VAPA (music class and art integrated into the classroom), In addition we have a teacher being trained through the art initiative program, which is a 4 year program, to provide arts across the curriculum. Most students with disabilities are mainstreamed and spend most of their time in the general education classroom. English Language learners have integrated and designated ELD support, designed to support them in their access to the course of study."	"As a K-8, single school district, Loleta ensures the enrollment of all students including English Language learners and students with disabilities, in a broad course of study. As a very small school, Loleta is always looking for ways to add enrichment to the student experience and incorporate a range of activities to broaden the horizon for our students. At present the broad course of study at Loleta includes math, English, Spanish (voluntary program in 7th and 8th), science, social studies, physical education, technology, PE and VAPA (music class and art integrated into the classroom), In addition we have a teacher being trained through the art initiative program, which is a 4 year program, to provide arts across the curriculum. Most students with disabilities are mainstreamed and spend most of their time in the general education classroom. English Language learners have integrated and designated ELD support, designed to support them in their access to the course of study."	"As a K-8, single school district, Loleta ensures the enrollment of all students including English Language learners and students with disabilities, in a broad course of study. As a very small school, Loleta is always looking for ways to add enrichment to the student experience and incorporate a range of activities to broaden the horizon for our students. At present the broad course of study at Loleta includes math, English, Spanish (voluntary program in 7th and 8th), science, social studies, physical education, technology, PE and VAPA (music class and art integrated into the classroom), In addition we have a teacher being trained through the art initiative program, which is a 4 year program, to provide arts across the curriculum. Most students with disabilities are mainstreamed and spend most of their time in the general education classroom. English Language learners have integrated and designated ELD support, designed to support them in their access to the course of study."	Not Met		8/11/2022	2022
43695000000000	Loma Prieta Joint Union Elementary	7	"All students in our elementary school receive daily instruction in English, math, science, and history as indicated by each teacher's submission of their weekly class schedules.  In addition, our district provides each elementary grade level with access to weekly music classes, library hours, weekly art instruction, and weekly PE classes.    In our middle school, students are placed in daily English, math, science, PE and history classes.  For math, we have a math placement plan that allows for the acceleration of students after common core Math.6 class.  In addition, we provide all students equal access to the electives offered at each grade level.    We assess all students three times per year using the formative assessment tool, iReady.  Our staff analyzes the data by grade level  in order determine which students need to receive Tier 2 instruction in the English and math.  Our Reading Intervention class and our Math intervention classes are used to allow fluid groups of students to receive the extra targeted instruction to bring all students to grade level standards.    We offer counseling services on site three days per week for students that are identified by parents or through our Coordinated Services Team (CoST).  We will be submitting for a School Link Services grant from the Santa Clara County Mental Health Department that will provide us access to additional social-emotional supports."	"Our school district consists of 1 elementary and 1 middle school.  Therefore, our district has no concerns about differences between similar grade span sites.  As indicated above, all students have equal access to a broad course of study.  Our district provides 1:1 digital devices for all students in grades 2-8.  In addition, we invested in hot spots such that all students would be able to access the Internet from their homes."	"We are a small school district in a rural environment. As such, our enrollment can limit the variety of elective options for students.  The enrollment can also restrict the flexibility in our master schedule to offer additional math course options.  Our district has 18% of our student population identified as special education students with IEPs.  The State funding for special education related services and supports is significantly underfunded."	"Our district will be reviewing our middle school math placement plan to ensure alignment with our local high school district.  We will work to ensure that all students are placed in math classes based on a series of multiple measures with clear criteria.  We will continue to work with our Special Education department to ensure that all our Special Education students are offered access to the full range of electives while in middle school. In order to ensure that our interventions are being successful, we will be frequently monitoring their progress and offering additional Tier 3 supports."	Met		6/8/2022	2022
54719930124776	Loma Vista Charter	7	"Master schedules, transcripts, and graduation requirements ensure learners are receiving a broad course of study."	"All Loma Vista learners meet the daily required minutes for Charter Schools. Each learner’s schedule is individualized to meet their graduation needs.  Learners have access to all courses required to meet school requirements, however, they do not have access to A-G courses due to a lack of WASC accreditation."	Loma Vista is currently unable to offer A-G courses because it is not WASC accredited	Loma Vista is seeking accreditation in the 2022-23 school year.	Met		6/27/2022	2022
49708470127555	Loma Vista Immersion Academy	7	"Loma Vista 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 2021-2022 school year, 100% of Loma Vista'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."	There are no barriers preventing Loma Vista from providing access to a broad course of study for all students.	Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/23/2022	2022
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. Additionally, District secondary counselors and administrators engage in the Guidance Alignment process to focus on a data-driven approach to increasing unduplicated student groups and all students' access to a broad course of study."	"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 broad 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 continuing to improve access to a broad course of study to all student groups. LUSD has identified barriers preventing access to all as low academic ability entering high school, instruction that is not differentiated to meet student needs. 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 which we are working on creating through the Extended Learning Opportunities plan."	"After reviewing the results of the 2020 equity study conducted by Orenda, LUSD created a plan to address the barriers. Orenda looked at the instructional systems of the school district and two plans were constructed: the Lompoc Standards Alignment Plan (LSAP) and Lompoc Guidance Alignment Plan (LGAP). LSAP began in the 2021-2022 school year with a focus on standards alignment, common unit assessments, and frequent data analysis by site-based teams. LGAP has secondary counselors and administrators engage in a process to focus on a data-driven approach to increasing college and career readiness of high school graduates. LGAP tracks 7th-12th grade students in research-based indicators of career college readiness. Elementary sites will offer students an arts and music education by hiring full-time music/theater teachers. Schools get funding to host afterschool clubs and PTA-sponsored events. Elementary students receive health education instruction integrated into physical education, language arts, and science instruction. Seventh and ninth-grade students participate in health units. LUSD has implemented full-time literacy specialists to support literacy in grades K-3. The district has an ELD PLC where staff receives consultation and feedback. The ELD Leadership Team is working to increase teachers’ understanding of the ELD Framework, standards, and ELPAC. LUSD is utilizing a co-teaching model for the delivery of special education instruction at multiple school sites."	Not Met		10/11/2022	2022
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."	Met		6/15/2022	2022
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/dual-enrollment opportunities, and collaborating with CORE to provide tools like the “College Roadmaps,” which help map out coursework.  LBUSD has also developed Graduate and A-G ""on track"" system to allow for early warning interventions for students grades 9-12."	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."	Met		6/22/2022	2022
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 added a course in its course catalog for grades 7-8 for foreign language, rather an “elective rotation”.  However, administration needs to provide instruction on selecting this option as no independent study students reflected the participation in electives."	Long Valley will provide training to staff to use specific courses for grades 7-8; not just using “elective rotation”.	Met		6/9/2022	2022
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, the SIRAS system is used to 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.  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 a tiered approach to social-emotional instruction and behavioral expectation instruction and support."	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, LBCS, in conjunction with 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, LBCS provides access to tier I instruction to all students and is building comprehensive tier II supports.  LBCS, in collaboration with LUSD, also continues to update and revise a community resource document for families with unique needs."	Met		6/9/2022	2022
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, LUSD uses SIRAS system to provide 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, history, and science) as well as Physical Education, and health.  LUSD aligns courses to California content standards and curriculum frameworks.  In addition, LUSD provides World Language instruction for grades 1-8 and music education for grades TK-6 during the school day.  As elective courses, choir is offered for grades 4-8, and band for grades 7-8.  All LUSD schools, on an as needed basis, provide intervention to students during the school day to support their success in their educational program.  To determine which students are in need of intervention, LUSD staff uses a data driven decision making model called academic conferences to identify, analyze, and monitor student progress.  Academic conferences also focus on subgroups (such as English Learners and students with disabilities) in order to ensure access to the core curriculum.  In addition to these courses and structures in place at all sites, LUSD has additional support that varies 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 access to tier I instruction to all students and is building comprehensive tier II supports across school sites.  LUSD also continues to update and revise a community resource document for families with unique needs."	Met		6/9/2022	2022
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 79%. 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 70.3%. In the graduation class of 2021, Los Alamitos High School had 42% of students qualify for the State Seal of Biliteracy, which was an increase of 4% from 2020. 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 21-22 school year Los Alamitos High School offered seven different pathways for students that included video production, child development, engineering, sports medicine, computer science, theatre production and fire technology. The District will be adding an eight pathway in the 22-23 school year. The District has a board goal of every student completing Algebra II by graduation.  In the class of 2021, 80% of students successfully completed Algebra II.  In grades K-5, the District uses F&P assessments to measure students reading levels. The F&P results are used to place stdts in 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 2021, the District enrolled 5% of students for summer school in grade K-5, 3% in grades 6-8 and 6% in grades 9-12.  Of the 14% of students enrolled in summer school 26% of the students were socioeconomically disadvantaged.  To date, summer enrollment for summer 2022 is 5% for K-5, 3% for 6-8 and 5% for 9-12 which is a decrease 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 resumed the pilots in the Fall of 2021 with a mid-year adoption.  A new ELA curriculum for K-5 was adopted in January 2022.  In alignment with the ELA adoption the committee also adopted a curriculum with an 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 2022-2023 school year.  The District will also reviewed and piloted NGSS aligned curriculum in the 2021-2022 school year.  This included adoptions for 9-12 science courses that are NGSS aligned."	Met		6/28/2022	2022
43695180000000	Los Altos Elementary	7	"For elementary students we review PowerSchool student schedules, site master schedules, art docent and living classroom schedules and health education schedules.  For junior high we reviewed PowerSchool student schedules including core subjects, special education, english language development, physical education/Health, and electives."	In reviewing school and grade level data for the 2021-22 school year all elementary students had access to a broad course of study as outlined by Education Code.  In reviewing student schedules and associated data for the 2021-22 school year all junior high students had access to a broad course of study as outlined by Education Code.	We have full access for our students to a broad course of study.	No action needed.	Met		6/13/2022	2022
19647330110304	Los Angeles Academy of Arts and Enterprise	7	"Los Angeles Academy of Arts and Enterprise (LAAAE) is a WASC-accredited collegepreparatory charter school serving 296 students in grades 6-12. All high school students are provided access to and enrolled in A-G approved courses, access to college courses through dual enrollment at Los Angeles City College; and CTE pathways in Business, Animation and Music Production through the K12 Strong Workforce Program. All Middle School students have access to and are enrolled in: Animation, Dance, Business and/or Music Production.  Los Angeles Academy of Arts and Enterprise believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, VAPA, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, 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 disabilities, have access to a broad course of study. At Los Angeles Academy of Arts and Enterprise, 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 pathways in Business, Animation and Music Production, Foreign Language, VAPA, and dual enrollment. There are no differences in accessibility to courses across student groups at Los Angeles Academy of Arts and Enterprise. All Middle School students have access to and are enrolled in: Animation, Dance, Business and/or Music Production."	"Currently, 100% of the students have access to a broad course of study and Los Angeles Academy of Arts and Enterprise will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Los Angeles Academy of Arts and Enterprise in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		5/26/2022	2022
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. School Master Schedules outline the broad course of study and allow 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 assessments."	"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 to ensure safety and completion of assignments. 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 the rollout of  robust 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 at some sites. Additionally, the specialized schools, LACHSA and IPoly,  will implement a CTE pathway for the 2022-23 school year."	Met		6/21/2022	2022
19647331996610	Los Angeles Leadership Academy	7	"LALA 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 instruction in Visual and Performing Arts, Physical Education, and Foreign Language. 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 LALA students have access to 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.  High school students have access to World Languages, AP and Honors classes, Farming for Social Justice and Ethnic studies. These classes are not available for middle school students."	"Due to staffing and physical space constraints, we cannot expand our course offerings any further."	LALA 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 through our partnership with Parker Anderson.	Met		6/21/2022	2022
19647330124818	Los Angeles Leadership Primary Academy	7	"LALPA 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 through dual language immersion (Math, ELA, Science, and Social Studies), as well as instruction in Visual and Performing Arts 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 LALPA students have access to 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.	"Due to staffing and physical space constraints, we cannot expand our course offerings any further."	LALPA 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 through our partnership with Parker Anderson.	Met		6/21/2022	2022
19647330000000	Los Angeles Unified	7	"All students are required to have access to a broad course of study and a free and appropriate public education. The California Assessment of Student Performance and Progress is used to track the extent to which all students have access to, and are enrolled in, a broad course of study. Additionally, locally, LAUSD uses assessments such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for elementary literacy, Edulastic Common Formative Assessments for elementary mathematics, and the STAR Renaissance assessment for secondary literacy and mathematics. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. At the secondary levels, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. Students in need of additional supports are identified using various reports in the student information system (e.g., at-promise reports). For high schools, an additional a-g course progress dashboard is used to track student completion of graduation and a-g course requirements, which can also be disaggregated by student groups."	"For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores. Also, for all grade levels, LAUSD utilizes an Arts Equity Index to categorize all schools based on the scope of their provided arts instruction and resources as well as the Title I status and representation of low income, foster students, and English learners. Based on school categorization on the index, school assessment results provide LAUSD with guidance on how to more equitably allocate arts resources to ensure that all students have appropriate arts access and instruction. In fall of 2019, a new Whole Child Integrated Data platform was released for K-12 teachers, counselors and principals to use data to drive instructional improvement and student learning. The platform integrates various types of data into one place for educators, including assessments, marks, attendance, social emotional learning, graduation readiness, college, and career readiness, and more. Whole Child Integrated Data also provides data by student group, such as English learners, students with disabilities, and others."	"LAUSD continues to address the barriers that prevent English Learners and students with disabilities access to a broad course of study so these students can participate fully in all elective courses. English Learners are required to receive designated English Language Development time to improve their academic English language skills. Students with Disabilities are also required to receive additional support as dictated by the Individualized Education Program or 504 Plan. LAUSD is addressing the fact that resource allocation to schools with smaller enrollment may be limited in their abilities to offer a full range of electives through concurrent enrollment and blended learning opportunities. In Fall of 2021, the District expanded its online virtual academy and is currently expanding options for 2022-2023."	"LAUSD continues to implement multi-tiered systems of support districtwide to ensure all students have access to a broad course of study. Overall Tier 2 and 3 supports continue to be developed in English Language Arts and mathematics. Refinements to the Arts Equity Index 2.0 will continue to result in a more accurate assessment of art resources within schools. The District has also invested over the past four years in additional resources for schools to improve a-g course completion districtwide for all students. The District is committed to continual review of policies and updates based on effective research practices and models of effective comprehensive ELD.  The District’s Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflects these practices. As part of this work, LAUSD continues to identify and implement Tier 2 and 3 supports for students in need. In addition, LAUSD continues to develop additional resources to improve instruction across all content areas including integrated English Language Development. LAUSD is also expanding the implementation of full inclusion model schools for students with disabilities so that academic and social-emotional support for students can be implemented within more general education classrooms."	Met		6/14/2022	2022
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."	Met		6/16/2022	2022
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)."	Met		6/9/2022	2022
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 reports 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 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."	"In response to the results, the district 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."	Met		6/14/2022	2022
52715710000000	Los Molinos Unified	7	"LMUSD utilizes district benchmarks to evaluation student academic growth in English and Math. Additionally, I-Ready assessment results combined with student progress reports are used to determine course access. The gel between all this data is the districts cycle of inquiry which is structured through the professional learning community model. Instruction is informed and changes are made to ensure students are making progress across all grade levels and subject areas."	All LMUSD students have course access across the district. Students are placed appropriately according to their grade level and supports. All schools within the district follow an RTI tiered system of supports and data analysis chats are conducted post benchmarks to evaluate sub-group data and determine appropriate student assistance such as targeted tutorials.	"LMUSD has experience a significant increase in Chronic Absenteeism across the district. This can be due to the covid-19 pandemic and other factors. Although this is identified as a barrier, it is important to note that consistent ""in-person"" instruction is leveraging this barrier."	LMUSD will continue to implement the cycle of inquiry through the PLC process.	Not Met		9/15/2022	2022
19647580000000	Los Nietos	7	Our primary measure to track the extent to which students have access to a broad course of study is the electives and course lists offered by the District's elementary schools and the middle school.	"At this time the middle school students have a wide array of electives to choose from. Students can choose from a wheel of elective courses ranging from art, band, and STEM classes as well."	"The largest barrier preventing the district from providing access to a broad course of study for all students is constraints in resources such as staff, support staff, time, funding, etc."	"In response to the current deficit of electives at the elementary level, the LEA is currently working to bring music to each elementary school site. We are beginning the music program with assistance from QuaverEd music curriculum, and the LEA is also progressing with implementing elective courses through Project Lead the Way (PLTW). Both QuaverEd and PLTW ease the difficulties in setting up new programs and courses by providing curriculum to follow"	Met		6/30/2022	2022
42692450000000	Los Olivos Elementary	7	"Los Olivos uses SchoolWise as our student information system (SIS). 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. Los Olivos School District is a one school district serving students in grades K-8"	"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"	Not Met		10/10/2022	2022
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.	Met		6/13/2022	2022
30647660000000	Lowell Joint	7	"For the elementary levels, teachers submit their daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for art, music, coding, computer lab time, STEAM lab rotations, and other programs are also monitored for access. At the intermediate level, the master schedule and student rosters are used to monitor access and enrollment. Individual student groups are monitored throughout the year for involvement in both enrichment and intervention opportunities to ensure access to supports to increase academic success. This is monitored through sign in sheets as well as flexible grouping rosters that change throughout the year based on need. A Coordinator position was created for the 2022-23 school year with the additional Expanded Learning Opportunities Program to ensure access for Unduplicated Pupils (UPPs-Free/Reduced Lunch, Foster Youth, English Learners) through monitoring participation in before and after school intervention and enrichment in addition to intersession opportunities for the additional 30 days."	"All students have access to and are enrolled in a broad course of study within the district: both required content areas and a variety of enrichment and support opportunities: choral instruction in elementary with courses offered in 7th/8th; 5th-8th grade  band; recorders; coding;  STEAM labs at elementary sites with a pathway at Rancho that includes AP Computer Science. Rancho also has a Design and Construction course and offers Robotics for students. The District purchased items for each lab to create an equitable baseline for access: Ozobots, Strawbees, Spheros, a green-screen set up, Breakout boxes, supplies for art, and furniture where needed. Flex at Rancho Starbuck provides additional access to enrichment opportunities. The Dual Immersion program and the Spanish elective for Rancho support World Languages. As a district, we are developing a more formalized GATE program including identification, training for all teachers, and enrichment opportunities open to all interested students. A Music Production course, Drama, Art, Choir, Band, Drumline, and other offerings support the students that opt in to the Conservatory of the Fine Arts capstone project at Rancho. For the 2022-23 school year, in partnership with the Muckenthaler Center, we will be providing more structured art opportunities with visiting artists at each grade level for elementary. A new adoption for core Art curriculum at the intermediate level was purchased in 2021-22 in alignment with the state framework."	"All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, coding, languages, etc.) We are currently organizing how to facilitate similar opportunities at all sites for ELOP since we do not have busing available within the district. One of our biggest growth areas is in the Dual Language Immersion (DLI) Program, so we do have some students on a wait list that the District is looking for ways to accommodate."	"The new partnership with the Muckenthaler Center is allowing us to significantly increase art opportunities at the elementary level. We are also looking into ways to increase the focus on PE standards and practice throughout the District in response to input as part of the LCAP process. The STEAM TOSA is exploring different coding platforms to expand opportunities for students beyond existing offerings. With the addition of ELOP funding, we are continuing to develop enrichment and intervention opportunities for both before and after school that will broaden the scope of offerings for students based on both interest and need.  We have increased offerings for all 4-year olds as well as part of the Universal Pre-Kindergarten requirements. This includes additional students I the Transitional Kindergarten program as well as preschool offerings. The Learning Link services children ages 0-5 who attend with their parent to help build school readiness skills and provide some parent training. We will continue to look at opportunities to expand programs in an effort to address the whole child."	Met		6/27/2022	2022
01612590126748	LPS Oakland R & D Campus	7	School administrator meet regularly with counselors and career and college advisory to examine data which drives course offerings.There is also training for infinite campus (SAS) to work to have student generated scheduling. Teacher/instructor input on courses offered and order to excel student achievement and connect to our SLO’s.	"LPS has partnerships with a variety community organizations which supports the social-emotional developmental work LPS does. For the last several years, LPS has had a partnership with the Warriors Foundation as a grantee. This partnership with the Warriors has offered monetary support, with opportunities for professional development for staff members. This partnership has supported the needs of our Black student population and provided opportunities for social interactions and events at their facilities for students and staff. We are also in partnership with OUSD for our Measure N grant and as a collocated school site. We share facilities with the OUSD campus, our students are able to join sports teams. We offer neighboring school students the opportunities to join our Dual and Concurrent enrollment courses. LPS is also very fortunate to be in partnership with Mock Trial, students have had the ability to work with community members in the legal profession learning tangible skills of public speaking, research, and debate. LPS Oakland is a Business & Communications pathway school. Through our pathway work, all students have the ability to partner with different organizations for internships, training, educational opportunities, etc. Through our pathways students have the ability to engage in outside learnings which can inform and enhance the work teachers are doing in the classrooms. We are currently the #1 Oakland, charter school for internship placement and career development"	"High teacher turnover has added barriers to teachers acting as coaches and mentors that facilitate meaningful learning. Additionally, we have struggled with student attendance and enrollment which affects the number and type of college classes our students have access to due to minimum attendance requirements."	"In response to data, LEA will continue to extend teacher understanding and utilization of standard alined units and teaching to enrich the education of all students as it relates to tier I supports. Develop enrichment opportunities as it relates to arts, and both physical/ mental health. Working with community partners and career pathways director develop post-secondary opportunities for college and career pathways, using the data to expand course offerings. Increase opportunities for Parent/Guardian/Caregiver involvement, voice and knowledge."	Met		6/23/2022	2022
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."	Met		6/8/2022	2022
36750510000000	Lucerne Valley Unified	7	"Lucerne Valley Unified School District (LVUSD) tracks the progress in meeting Priority 7 standards by looking at course offerings, master schedules, enrollment data, class schedules, during the school day interventions, before and after school programs, extracurricular activities, and CTE pathways amongst other things. Course enrollment reports run through AERIES, our student data system, were also utilized to look at grade spans, unduplicated counts, and students with exceptional needs."	"For the 2021-22 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 include a comprehensive STEM lab and an additional 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. Designated ELD is built into the day for English Learners and students with exceptional needs receive access both through a Specialized Academic Instruction model. At the high school students have access to A-G classes, CTE classes, AVID classes, intervention during the day, zero period, and summer school classes. Students also have the opportunity for both music and art. CTE programs include auto, computer aided design classes, and restaurant occupations. Students also have the opportunity to learn leadership through an award winning comprehensive FFA program."	Barriers for our students include our comprehensive small school setting at the high school. We have some classes that are only offered once during the day due to small numbers of students. A barrier for access to before and after school programs is transportation.	Funding for many of these programs is imbedded in our Local Control Accountability Plan (LCAP). Regular analysis of enrollment in these courses helps inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7 for our unduplicated students. New actions this year include a full time P.E. teacher at our elementary next year at the elementary school.  Our high school will be adding additional science classes and intervention classes.	Met		6/9/2022	2022
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.	Met		6/14/2022	2022
43694270130856	Luis Valdez Leadership Academy	7	"Student’s coursework and enrollment in courses are accurately tracked and monitored in our student information system, PowerSchool. Academic Counselors, alongside and led by our Director of Curriculum and Instruction, ensure all students are enrolled in 6 core courses, including Electives, annually. All students have the opportunity to take Advanced Placement Courses, Dual Enrollment Courses (Grade 11 and 12) and Electives via a Course Selection tool within our student information system and/or by requesting said courses directly with their academic counselor. All Academic Counselors review the courses selected by students to ensure students are enrolled in correct courses that not only meet A-G requirements, but student needs, including those students with exceptional needs and English Language Learners. In addition, Academic Counselors develop 4-year plans with students and monitor student progress to ensure students are enrolled in the correct courses for both Graduation and A-G Eligibility. Academic Counselors at the end of the semester review student trackers and make sure that students who need modified schedules receive a modified schedule that suits their needs."	"Currently, all students have access to and are enrolled in a broad course of study, including honors courses, Advanced Placement courses, Dual Enrollment courses (11th & 12th grade), and a variety of electives, appropriate to their grade level and A-G and graduation requirements. In addition, English Language Learners have access to designated English Language Development courses to support their language development. Students with special needs and English Language Learners are enrolled in all mainstream courses and receive push-in support."	"A student’s English language proficiency may provide a barrier to accessing certain courses offered to them due to them having to take additional language development courses and/or needing higher levels of English in order to meet course language requirements. Yet, all students have access to a broad course of study."	"In response to the results of the tools used to measure access to a broad course of study, our LEA continues to find opportunities to expand our course offerings. We have added new elective courses, Ethnic Studies, Advanced Placement Courses, and increased Dual Enrollment Course selection. We have also implemented Newcomer sessions to support Short-Term English Language Learners and  hired general education paraprofessionals to support English Language Learners in their courses throughout the school day. Additionally, the LEA adopted a new English Language Development curriculum in 2021/2022."	Met		6/15/2022	2022
43695420000000	Luther Burbank	7	"All of our students in grades k-8 have access to the full course of study at our school, and we continue to work with teachers and staff to continually improve the quality of instruction that all students receive in the classroom.  We work hard to ensure that the classroom instruction meets the needs of all students groups, especially our students with highest needs."	"Our single school district serves all students with high quality, equitable, course of study that is continually revised and approved by our curriculum and leadership committee.  All students are enrolled in school wide courses and electives of their choosing in middle school.  79% of students report high academic expectations in their classes on our 2022 CHKS survey."	We continue to improve our use of individualized curricular tools like iReady and  instructional techniques such as small group targeted instruction and intervention  and tutoring support.  Setting up structures for teachers to provide small group in instruction for reading and math have helped accelerate student progress.	"Luther Burbank will implement Academic Data Parent Team Meetings in the fall  to explicitly share student data, share strategies and set goals.  Teachers on  Special Assignment will provide small group intervention, along with tutoring and  implementation of intensive Reading Intervention program will help accelerate student progress. Luther Burbank is also revamping its afterschool component to include system wide academic practices such as time to read, completion of iReady pathway lessons, and skill building time along with rich programming in the arts, music, and sports."	Met		6/7/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
19647740000000	Lynwood Unified	7	"Smarter Balanced Summative Assessment Advanced Placement IB Completion Rates A-G Completion Rates Career Technical Education Pathway: Dual Enrollment Courses, College Course Completion E- Wise Data Management Systems"	"All students have access to a broad course of studies within the day school offering that include access to the following: English Language Arts, mathematics, Social Science, Science, Visual and Performing Arts, Physical Education, Foreign Language and Career Technical Education. The Indicator is calculated using the following measures: Smarter Balanced Summative Assessment results Advanced Placement (AP) & ( IB) test results Completion of the courses commonly required for college admissions (UC a-g) Completion of a Career Technical Education pathway Completion of dual enrollment courses, college courses completed during high school Data Management Systems (such as eWise)"	"All the students in Lynwood Unified school district have access to A-G requirements as it is the district default broad course of study. As well, all of our students have access to enroll in the IB and AP courses. LUSD has no prerequisites for our students to have the opportunity to take any of the courses that they will need to be college and career ready when they graduate. The master schedules are created based on student needs and students are heterogeneously grouped. Every Spring the Middle and High School counselors meet with students to go over all the courses we offer and allow for students to select their electives."	"LUSD has eliminated barriers so that our students can have access to a broad course of study since there is no prerequisite for students to take any course. LUSD has also identified other factors that may pose a challenge for our Special Education Students, English Learners, African American Students, and Foster Youth to have access to a broad course of study and be successful in the courses. LUSD will continue to monitor and evaluate the locally selected measures to ensure that all of our students continue to have access to a broad course of studies."	Met		6/23/2022	2022
37684113731304	MAAC Community Charter	7	"MAAC Community Charter School (MCCS) has been designated Dashboard Alternative School Status (DASS) Currently, MAAC serves over 202 students in grades 9-12 ages 14-24, with demographics that include: 94% Hispanic, 1% Filipino, 4% White, 1% African American; of which 69% are English Language Learners (ELL); 6% Students with Disabilities (SWD); 8% Homeless; and 60% 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 MCCS’s educational program.   MCCS 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 (CTE), Multimedia (CTE), College Bound courses, and dual enrollment with Southwester College. Our students have access to a college liaison.  There are no differences in accessibility to courses across student groups, including unduplicated students and students with disabilities."	"Currently, 100% of the students have access to a broad course of study and MAAC Community Charter School will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of MAAC Community Charter School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/14/2022	2022
20102070117184	Madera County Independent Academy	7	"All students are assigned grade-level courses aligned to California Common Core State Standards and relevant to each grade level. MCIA teachers specialize in 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."	"MCIA has an academic counselor on site to meet with all students as needed. An RSP teacher meets with students as required by IEPs. Teachers use Math and ELA i-Ready diagnostic assessments results to guide instruction, diagnose and support areas of academic weaknesses for all students. Two instructional assistants were hired at the start of the 2021-22 school year to provide additional academic support to students behind in grade-level for ELA or math.  Leadership team and teachers disaggregate student data to support effective instructional practices and strategies designed to increase student achievement.       All students are assigned grade-level courses aligned to California Common Core State Standards and relevant to each grade level. MCIA teachers specialize in 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."	"A continued challenge for MCIA is the ongoing enrollment (104) throughout the year, but only 73 students were enrolled at any time.  That said, the independent study model allows for individualized grade-level appropriate courses, and prescribed lessons 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."	"All students are assigned grade-level courses aligned to California Common Core State Standards and relevant to each grade level. MCIA teachers specialize in 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. 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. Two instructional assistants were hired at the start of the 2021-22 school year to provide additional academic support to students behind in grade-level for ELA or math."	Met		6/14/2022	2022
20102070000000	Madera County Superintendent of Schools	7	All students have access to core classes along with credit recovery options to assist with progress toward graduation. An academic counselor is on site to meet with students regularly. The registrar provides updated transcripts to students within 2 weeks after course completion. An RSP teacher meets with students weekly as required by IEP documentation. All courses are assigned to keep students on track toward graduation with home district. Diagnostic assessments for ELA and Math (i-Ready) are used to identify and support student areas of academic struggle through prescriptive lessons that address subskill weaknesses in those subjects.  Data from assessments is used to guide professional learning to increase student academic achievement.	"All students have access to core classes along with credit recovery options to assist with progress toward graduation. An academic counselor is on site to meet with students regularly. The registrar provides updated transcripts to students within 2 weeks after course completion. An RSP teacher meets with students weekly as required by IEP documentation. All courses are assigned to keep students on track toward graduation with home district. Diagnostic assessments for ELA and Math (i-Ready) are used to identify and support student areas of academic struggle through prescriptive lessons that address subskill weaknesses in those subjects.  Data from assessments is used to guide professional learning to increase student academic achievement.  All academic course offerings across school sites are similar, as students are assigned courses relevant to grade level and graduation requirements of home districts. Students have opportunities for credit recovery through textbooks or online courses. Diagnostic assessments prescribe lessons to reduce academic gaps and increase access to grade-level curriculum for all students.  Barriers to sustained academic growth for students can be attributed to the high transiency rates of students, as supported by data provided by Madera County Juvenile Probation Departments identifying the average length of incarceration to be 24 days, which includes non-school days. However, the master schedule, credit recovery options, and online courses minimize th"	"Barriers to sustained academic growth for students can be attributed to the high transiency rates of students, as supported by data provided by Madera County Juvenile Probation Departments identifying the average length of incarceration to be 24 days, which includes non-school days. However, the master schedule, credit recovery options, and online courses minimize those barriers to student access of curriculum."	"Regular treatment team meetings with corrections, behavioral health, teachers, school counselors and administrators identify student progress and discuss areas of concern to identify comprehensive supports for each student, including academic and social emotional needs. In addition, weekly leadership meetings with administrators and school counselors provide additional guidance for teachers to ensure appropriate courses and supports are provided to all students."	Met		6/14/2022	2022
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 21-22 school year 481* students completed one of our 25 career pathways.  34% 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 892 students to gain high school and college credit.  Additionally, 34.5% 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."	Not Met		9/28/2022	2022
30665890000000	Magnolia Elementary	7	"Magnolia Elementary School District uses school-level schedules and student enrollment data to track the extent to which all students have access to a broad course of study. This data includes specific grade level information as well as an analysis of programs and services to support the success of English learners, low income students, foster youth, and those with exceptional needs."	"An analysis of this information shows that all students receive the following daily instruction: • At least two hours of English/Language Arts instruction • At least 30 minutes of targeted English-language Development instruction • Mathematics instruction for 60-75 minutes • Social Science and Science instruction of 30-60 minutes, including lesson integration with English-language arts • Visual and Performing Arts Instruction, including a semester of weekly music, opportunities for band and performing arts participation, and arts integration experiences at every grade level that vary across domains of Visual Arts, Music, Dance, and Theater. • Instruction in Physical Education and Health for 100 minutes weekly for grades 1st-6th. • 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."	Met		6/23/2022	2022
19101996119945	Magnolia Science Academy	7	"1 - 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."	"2 - 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. We offer AP courses AP English Lit,  AP English Lang,  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. Additionally, MSA-1 provides students with chances to take Dual Enrollment Courses throughout the academic year.  This year, MSA-1 offered Cinema 107, English 101 during the fall, Political Science 101, and Communications 101 during the spring semester.    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 recov"	"3 - MSA-1 provides access to a college-preparatory, STEAM-focused broad course of study to all our students."	"4 - 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."	Met		6/23/2022	2022
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 the satisfaction of UC/CSU requirements.   MSA-2 has meetings with the Special Education department on a regular basis in which the academic, behavioral, and social-emotional progress of students with IEPs are reviewed.  Interventions are implemented which are geared toward supporting students in making progress in their graduation plans, as well as toward their goals expressed in IEPs.  Accommodations are provided to students which are determined by the IEP team members and which input from teachers, parents and students based on identified areas of need."	"School administration holds meetings with home office support staff where data is reviewed from CAASPP, NWEA MAP, California Dashboard, Interim Assessment Blocks which focuses on performance levels of unduplicated student groups and students with exceptional needs and action plans are developed and monitored which hold MSA-2 accountable for the progress of all students in areas of academic standards, chronic absenteeism, college readiness, graduation rates, and other areas.  This data is also shared with MSA2 staff members during staff PD meetings.    Midyear progress toward LCAP goals are reviewed and presented to MPS home office members as well as during MPS Board meetings.  Further, teachers and school administrators align their professional goals in TeachBoost with these standards and goals, and end of year performance reviews hold teachers and administrators accountable for meeting or failing to meet goals related to MSA-2’s success in this area.  Monthly meetings take place in the home office with Principals, Dean of Academics, and Dean of Students where this priority and other priorities can be reviewed and supported."	"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 are 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 Spanish Language and Culture, and AP Computers."	"All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-2 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure the satisfaction of UC/CSU requirements. MSA-2 had a one-year cohort graduation rate of 100% last year where 97.6% of our graduates completed courses that satisfy the UC/CSU requirements.  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 educational experience to our students."	Met		6/23/2022	2022
19101990115030	Magnolia Science Academy 3	7	"1.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."	"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 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 Lit, AP Statistics, AP Spanish, AP Environmental Science. All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness 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."	"3.MSA-3 provides access to a college-preparatory, STEAM focused broad course of study for all our students."	"4.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, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-3 will make the best use of its resources to provide a well-rounded education experience to our students."	Met		6/23/2022	2022
19647330117622	Magnolia Science Academy 4	7	"MSA-4 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules, and transcripts, MSA-4 strives to offer a well-rounded education to our students. MSA-4 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure their satisfaction with 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 are dependent on student needs and interests. For example, we provide CCSS-aligned ELA and math intervention classes to all students who need 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. This year's AP courses 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 their satisfaction with UC/CSU requirements. MSA-4 had a one-year cohort"	"MSA-4 provides all our students access a college-preparatory, STEAM-focused broad course of study."	"MSA-4 will continue to provide access to a college-preparatory, STEAM-focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. 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."	Met		6/23/2022	2022
19101990137679	Magnolia Science Academy 5	7	"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 students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-5 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure the satisfaction of UC/CSU requirements."	"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 is dependent on student need and interest. For example; we provide CCSS-aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELLs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our interim assessments (MAP, IAB, etc.). In addition, every student has access to a computer in class in order to utilize instructional software such as myON, StudySync, Khan Academy, Infinite Campus, etc.  We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. This year's AP courses include AP Spanish Language 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 Pierce Colleges."	"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.  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."	Met		6/23/2022	2022
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."	Met		6/23/2022	2022
19647330117655	Magnolia Science Academy 7	7	"1. 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."	"2. 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."	"3. MSA-7 provides access to a college and career awareness, STEAM focused broad course of study for all our students."	"4. 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."	Met		6/23/2022	2022
19647330122747	Magnolia Science Academy Bell	7	"1. 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."	"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 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."	"3. 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."	"4.  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"	Met		6/23/2022	2022
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."	Met		6/23/2022	2022
31668940138081	Maidu Virtual Charter Academy	7	"Through the LCAP process, MVCA, in concert with Placer Union HSD, has created three goals, along with individual actions that will be implemented those goals. The goals include: 1) All students high school, college, career, and life ready; 2) Increase student achievement through 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, MVCA analyzes their outcomes using an LCAP Progress Tool. This tool requires each site to identify their achievement in each action and provide data as evidence. The analysis also includes data and evidence of our foster youth, English learners, and low-income students. Many of our indicators are consistent with the state dashboard. The Charter also states that MVCA will analyze outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school.  To this end, MVCA analyzes the Dashboard data and we develop plans to address any concerns presented in that data. This year our staff is analyzing our students progress in both literacy and numeracy. MVCA has begun the process of collecting predictive data and on-going data to help identify student needs earlier. This involves developing a systematic approach to gathering and analyzing student outcomes through our information technologies."	"MVCA offers a broad course of study including the a-g courses, dual enrollment courses, and a good selection of elective courses.  MVCA students also have the option of taking courses form Placer Union HSD comprehensive campuses including VAPA, AP, CTE, and other courses depending on availability.  However, the availability can be limited due to space on other campuses.  The biggest barrier to access of courses are the limitations of the master schedule from the other PUHSD sites."	MVCA will continue to gain input  from stakeholders and make sure that we are offering the courses our students need.  Our goal is to find dual enrollment offerings that all of our students can have access to in hopes of increasing our college and career readiness.	MVCA has reorganized the staff and programs to ensure students can have the access to the courses they need.	Met		6/21/2022	2022
07100740114470	Making Waves Academy	7	All students have access to standards aligned core classes. Our courses are A-G aligned and students’ advisors along with the college and career counseling team 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 to ensure they have access to and enroll in a broad course of study.	Our systems are strong and our students are currently enrolled in A-G approved courses. We are working to build out additional CTE pathways for our students.	"All of our students have access to A-G approved courses, which are part of our graduation requirements. As our high school continues to grow to its full capacity, our ability to offer additional elective courses will continue to expand."	We look forward to onboarding more teachers to ensure highly qualified faculty and content experts are available to continue providing students with access to a broad course of study.	Met		6/13/2022	2022
26736920000000	Mammoth Unified	7	All students are provided a single curriculum that lead to college and career readiness.  The Early College High School model demonstrates that any student that seeks this academic challenge can enroll in dual enrollment courses.  The proportion of students participating in the ECHS program mirrors the proportions of the population of the entire high school campus Intervention and support efforts at the elementary and middle schools are designed to keep all students on track to achieve grade-level standards in core subject areas.	"MUSD data and stakeholder input clearlu points to the need to for focus in these primary areas of improvment.:  1.) Improve college and career advising; 2.) focus on math teaching and learning, 3.) close the achievement gap for EL's,"	"There are no organizational barriers to providing access to a broad course of study to any student, faculty and site support administration have identified that best first instruction and providing in class interventions are strategies that need to be implement to ensure that all student achieve the grade level standards provided in their broad course of study."	Continued focus on improving instruction by enhancing first and best instruction and providing interventions immediately in the classroom to students to eliminate the achievement gap and to keep all students on pace to meet grade level standards.	Met		6/16/2022	2022
23655730000000	Manchester Union Elementary	7	"Teachers will engage in Professional Learning Communities (PLC) practices.  They will analyze student work and engage in data analysis (using locally developed rubrics and benchmark assessments within the curricula) in order to systematically monitor student progress.  In this way, teachers and staff will be able to directly address the learning needs of our unduplicated students proactively and with laser focus.  Teachers and staff will provide research-based, structured intervention support to those who are at-risk. In providing these intervention supports, unduplicated students will be given priority."	"Manchester Union Elementary School District is a one-school district. All students have access to the broad course of study provided to their grade spans.  MUESD will work toward adoption of updated curricula to best serve all students.  After meeting with engaged partners and reviewing quantitative and qualitative data, the District has determined that these actions will provide the greatest opportunity to make a positive impact with regard to the needs of foster youth, English Learners, and low income students."	"Manchester Union Elementary School District will not be receiving any new money under the Local Control Funding Formula as a Community (Basic Aid) Funded School District. Therefore, funding to ensure all students are provided access to a broad course of study must be procured through other channels (Basic Aid formula, various grants, etc...)."	"MUESD will embark on providing newer, more engaging curriculum through the curriculum adoption process, with an emphasis on addressing the needs of English Learners and other unduplicated students in order to close the achievement gap."	Met		6/21/2022	2022
19753330000000	Manhattan Beach Unified	7	"MBUSD selected measures and tools to track access to a broad course of study. All MBUSD parents/guardians and staff were invited to participate in the LCAP Survey. MBUSD utilizes A-G completion rates, percentage of students earning a 3 or above on Advanced Placement (AP) courses, graduation rates, and Career Technical Education (CTE) pathway completion rates."	"Per the California School Dashboard College and Career Measures, nearly 78% of Mira Costa High School (MCHS) students successfully complete all A-G requirements, 78% of MCHS students earned a 3 or above on at least one AP exam per the College Board K12 report and, 96% of students graduated from MCHS by the end of their fourth year per the California School Dashboard Graduation Rate.  Based on the May, 2022 LCAP Survey, our greatest strengths pertaining to access to a broad course of study are as follows: a). Extracurricular Activities. 85% of parents/guardians and 93% of staff agree or strongly agree that MBUSD offers a variety of extracurricular activities, such as clubs, sports, and band.  b). Core Classes: 84% of parents/guardians and 83% of staff agree or strongly agree that MBUSD offers access to a wide variety of courses in math, English/language arts (ELA), social science, and science.  c).  Electives: 76% of parents/guardians and 79% of staff agree or strongly agree that MBUSD offers access to a wide variety of required courses in visual and performing arts (VAPA), health, physical education (PE), and world languages."	"Growth areas identified through the LCAP Parent/Guardian and Staff survey are as follows: a)  Access to career and technical education (CTE) pathway courses. 28% of parents/guardians and 42% of staff agree or strongly agree that MBUSD offers CTE and career pathway courses to better prepare students for 21st century careers. b). Parent participation in course selection/planning. 35% of parents/guardians and 49% of staff agree or strongly agree that MBUSD provides regular opportunities for parents to engage in course selection and career and college planning for their children  Given the results from the survey and committees, an existing barrier is a dearth of communication for parents about CTE options and opportunities for their students."	"In response to the LCAP Survey results and CTE Pathway completion rates (1.4%), MBUSD plans to maximize its partnership with the Southern California Regional Occupational Center (SOCAL ROC), host tours with school counselors, and develop a plan for sharing CTE options with parents beginning in grade 9. Additionally, MBUSD plans to collect and analyze course access and completion data by unduplicated pupil groups and individuals with exceptional needs."	Met		6/22/2022	2022
39685930000000	Manteca Unified	7	"All students are offered access to a broad course of study, as verified by CALPADS and the master schedule. Data are collected and measured by student group as follows: *Percentage of current English Learner (EL) and Reclassified Fluent English Proficient  students enrolled in high school should mirror enrollment in AP courses, music courses and upper level language courses *Percentage of currently enrolled Socio-economically disadvantaged students in high school should mirror enrollment in AP courses, music courses and upper level language courses *Percentage of all students earning a high school diploma *Percentage of English Learner (EL) students earning a high school diploma *Percentage of Low Income students earning a high school diploma"	"The MUSD high school graduation requirements are rigorous and broad.  Students completing these requirements necessarily have access to and are participating in a broad course of study.  MUSD has a high graduation rate for all students. MUSD also tracks enrollment in specific courses by student group.  English learners and reclassified fluent English proficient students have exceeded their percentage levels of representation in the identified courses as compared to the all student group in AP classes and upper level world language courses.  They are slightly below their enrollment levels in music courses.  Socio-economically disadvantaged students are slightly below (2-6%) their enrollment representation in AP classes and music classes, and fell significantly below their enrollment representation percentage in 2021 in upper level world language courses.  Elementary grades are necessarily enrolled in all courses offered.  The focus on a multi-tiered system of support allows all students to participate in both elective offerings and support opportunities."	"Barriers include lack of reviewing data based on all student groups, grade levels and schools.  Currently we can conclude district-wide that EL students and socio-economically disadvantaged students have access to a broad course of study.  It would be in the best interest each student to expand the groups whose data is reviewed."	"Continued training and coaching for counselors for master scheduling and assignment of students to courses and disaggregating data in more and clearer ways will assist MUSD in identifying if any barriers to a broad course of study appear, and will aide in quickly addressing those issues.  Elementary sites continue to enroll all students in core courses.  A focus on Professional Learning Communities and the disaggregation of data helps to ensure that grade levels and sites are reviewing data by grade level and by subgroup which helps ensure access to the broad course of study."	Met		6/14/2022	2022
04614990000000	Manzanita Elementary	7	"We measured course access by undertaking a qualitative and quantitative review of course offerings, master schedules, and teaching assignments, and providing access to all courses to all students."	We found that K-8 offered a broad course of study including access to visual and performing arts (limited for 6-8) within the school day. MESD provides intervention and/or enrichment during the school day at all grade levels K-8. All personnel are utilized to ensure high levels of student achievement are reached.	"Identified Barriers include: lack of time during the school day to offer visual and performing arts to grades 6-8. Additionally, credentialing and staffing are a barrier."	Actions being taken include redesign of our 6-8 master schedule to accommodate remediation and intervention in the area of math and ELA based on student need as well as elective options.	Met		6/16/2022	2022
49708966052039	Manzanita Elementary Charter	7	"All Manzanita Elementary Charter students in grades TK – 6 are enrolled in and have access to a broad course of studies. Manzanita offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day."	"For the 2022-23 year, 100% of Manzanita Elementary students had full access to a broad course of studies."	None	New History Social Science adoption beginning in the 22-23 school year.	Met		6/21/2022	2022
42692290116921	Manzanita Public Charter	7	"Manzanita refined a master schedule that was previously implemented school wide. The new schedule carefully maps out 30 minutes per day of designated English Learn Development (ELD) instruction that is aligned with the adopted curriculum and provided by the general education teacher during a scholar's regular classroom. Manzanita's special education program involves a strong inclusion model which encourages access to core instruction for a majority of SPED scholars. An addition to the master schedule includes WINTIME ""What I Need""-- a program designed to provide additional support to scholars in mathematics and English language arts.  Scholars who are at grade level in math and English language arts cycle through a weekly schedule that includes STEM, Physical Education, Outdoor Education and the Arts.  The use of Renaissance STAR tests administered periodically throughout the academic year provides ongoing data for appropriate scholar placement. Additional measures used to ensure access to a board course of study include formative assessments  administered on a monthly basis, as well as performance based projects, concerts and plays. The master schedule is designed to ensure that all students have access to a broad course of study with no conflicting overlaps."	"Manzanita is a single school district.  As such, we are able to measure, firsthand, student access to a broad course of study.  The LEA's math and English language 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 the previous question, the school's master schedule guarantees that all scholars receive access to a broad course of study."	"Classroom space continues to be Manzanita's potential barrier.  The school's facility space limitations make offering NGSS science experiments quite challenging in current classrooms.  Additionally, special education needs often require sensory or 'quiet' rooms for scholars and is not an option due to limited space on site.  With limited space, small group instruction is often delivered in the back of classrooms, sometimes as a distraction to large group instructional practices."	"Instructional space limitations inspired Manzanita leadership to think outside the box and seek solutions. During the last two years Manzanita has been working with several agencies in conjunction with  the Department of Defense’s Office of Local Defense Community Cooperation (OLDCC) Public Schools on Military Installations (PSMI) grant program for a potential modernization and new construction project at the Manzanita Public Charter School (MPCS).  Between June and September 2021, architects, in collaboration with the leadership teams from Manzanita and LUSD, and representatives from the DOD and OPSC, developed the initial PSMI proposal which was submitted. During this same time period, LUSD and Manzanita worked with the OPSC and successfully presented a proposal to increase Manzanita’s existing Prop 51 Charter facilities grant from $784K to over $6,000,000.  Following that submittal and approval with securing the 20% PSMI required match, the charter authorizing District (LUSD) received an invitation to apply for the design grant in March 2022.   On April 19, 2022, the design grant was approved."	Met		6/15/2022	2022
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. The ratio of devices to students. 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 can 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 on 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 for 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 may be limited to online instruction.	The LEA will continue to provide a broad course of study for all students. It will continue to provide additional enrichment activities online if in-person instructors cannot be recruited.	Met		6/15/2022	2022
15636100000000	Maple Elementary	7	"We are a very small, rural district and all of our students are provided with a course of study that meets their unique needs. This includes all students including unduplicated, all grade spans and students with exceptional needs."	"We are a very small, rural district and all of our students are provided with a course of study that meets their unique needs. This includes all students including unduplicated, all grade spans and students with exceptional needs."	There are no identified barriers.	There are no identified barriers.	Met		6/16/2022	2022
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 2021-2022 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.   Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/8/2022	2022
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 Performing 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 English Language Arts (ELA), Mathematics, Social Studies, Science, Physical Education/Health, Visual and Preforming Arts, and Technology."	"We continuously work to ensure the courses offered are accessible to all students , especially students with special needs and those who are English learners.  Students with special needs or English learners are provided additional support to ensure access to the broad course of study being offered.  The district actively seeks options for Foreign Language instruction for our 7th/8th grade students."	Met		6/13/2022	2022
48705816116255	Mare Island Technology Academy	7	The enrollment of students into a broad course of study is monitored by our counseling office. Student surveys are distributed in order to gather interest in electives.	"All students at MIT Technology Academy have access to almost all courses without prerequisites. For example, students may enroll in any AP course without prerequisite CAASPP scores, minimum gpa, nor minimum grades. Our graduation requirements encourage a wide selection of electives that are geared towards technology or art."	"Given the size of our school, the greatest barrier to providing access to a broad course of study is our master schedule. There are instances in which students are not able to take the electives they want because the course is offered for only one or two sections."	We are constantly striving to improve our ability to create a master schedule that is able to accommodate the interests of the students. The staff responsible for creating the master schedule has used consultants in the past to acquire the expertise to successfully schedule the students. Additional PD will be provided as needed.	Not Met		9/30/2022	2022
31750850117879	Maria Montessori Charter Academy	7	"As a Montessori-based charter program with a charter document, LCAP, LEAP and ELOG, we develop individualized work plans for all of our students that reflect our broad course of study.  Observation, internal reporting and verification are all tools we use to make sure students have access to a broad course of study."	"As a small, single school site K-8th Grade public Montessori based program, our students are enrolled in classes that include, ELA, Math, Social Studies, Science, art, character education, PE, health, technology, foreign language, gardening, sensorial development and practical life."	There are no barriers preventing access to a broad course of study for students.	The LEA will continue to use observation and internal reporting to verify broad courses of study for its students.	Not Met		9/26/2022	2022
15636280000000	Maricopa Unified	7	MUSD uses Aeries 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."	Met		6/9/2022	2022
21102150000000	Marin County Office of Education	7	"As an alternative education program, we focus on our students having access to the core learning that they have missed.  We monitor all courses and participation through individualized road maps and graduation requirements."	Students who are up to date in their high school credits are able to access more learning opportunities on and off campus including co-enrollment in our local community college and participation in internships.	"We must prioritize graduation requirements for our students.  As such, not all will have access by design to electives."	We are building our co-enrollment with the College of Marin to provide access to a wider variety of courses.  We continue to work toward helping students get involved in extracurricular learning and opportunities in various off-campus settings.	Met		6/21/2022	2022
22102230000000	Mariposa County Office of Education	7	"Mariposa County Office of Education tracks progress in meeting Priority 7 standards by reviewing all course offerings, master schedules, and bell schedules to assess that all students are enrolled in and benefiting from a broad course of study. The district utilizes Aeries, our student information system, in order to keep track of and monitor what students have access to what courses and to ensure that all students have equitable access to them. We are able to monitor this based on number of students enrolled by grade span as well as our unduplicated student groups and our exceptional learner population."	Mariposa County Office of Education operates our County Community School as well as Monarch Academy. We work to ensure that students in both programs have a broad course of study that meets their needs academically while supporting them socially and emotionally. All of our county programs have adopted the same core curriculum as our district that houses our comprehensive high school. Being a single district county we are able to work together to ensure that a broad course of study is available to all of our students at the district and county level programs. We are excited to begin working with Edmentum Courseware next year that will allow our small necessary high schools as well as alternative high schools to have a wider variety of course offerings.	"Both our County Community program and our Monarch program students population are relatively small in comparison to our district more comprehensive programs. This can present challenges when looking to offer broad course of study but we manage to do so through multiple grade classrooms and teachers who are able to be flexible with student groupings in class. To give you an example of these struggles, at some of our sites we may only have one student enrolled in a grade level at a time. This requires teachers to master many different grade levels of curriculum and manage many small groups at one time. Even with these challenges, all of our students are receiving access to a broad course of study. We are excited to begin next year working with Edmentum Courseware to meet the needs of our students and continue offering a broad course of study in addition to N2Y that may be appropriate for some of our students with diverse learning needs."	"Next year our MCOE high school programs will have access to Edmentum Courseware as a supplemental curriculum to support electives, CTE pathways, and courses that may have been otherwise unavailable to them as well as continuing access to N2Y which may meet the needs of some of our students with diverse learning abilities."	Met		6/16/2022	2022
22655320000000	Mariposa County Unified	7	"Mariposa County Unified School District tracks progress in meeting Priority 7 standards by reviewing all course offerings, master schedules, and bell schedules to assess that all students are enrolled in and benefiting from a broad course of study. The district utilizes Aeries, our student information system, in order to keep track of and monitor what students have access to what courses and to ensure that all students have equitable access to them. We are able to monitor this based on number of students enrolled by grade span as well as our unduplicated student groups and our exceptional learner population."	"Mariposa County High School offers multiple career pathways that not only meet Ed. Code’s description of a broad course of study, but also that they are able to engage in a course of study that is meaningful to them. Mariposa County High School also offers a variety of AP and Honors courses that allow for them to enter college prepared and often with credits already earned. College credit courses are also available in addition to a variety of CTE pathways. Because we only have one comprehensive high school in our district it is imperative that students not only have access to a broad course of study, but that all of the courses of interest are readily available to them as going to another district school to gain the courses they were hoping for isn’t an option. We do operate two small necessary high schools where we have tried a variety of things to provide equity of course offerings. We are excited to begin working with Edmentum Courseware next year that will allow our small necessary high schools as well as alternative high schools to have a wider variety of course offerings."	"Our K-8 grade students attend one of our two main school sites or one of 4 small necessary schools spread out throughout the county. Small necessary schools present challenges when looking to offer broad course of study but we manage to do so through multiple grade classrooms and teachers who are able to be flexible with student groupings in class. To give you an example of these struggles, at some of our sites we may only have one student enrolled in a grade level at a time. This requires teachers to master many different grade levels of curriculum and manage many small groups at one time. Even with these challenges, all of our students are receiving access to a broad course of study. We are excited to begin next year working with Edmentum Courseware to meet the needs of our students and continue offering a broad course of study. We are also working with our Alternative Education High School and our K-12 homeschool program to ensure that they have access to a broad course of study by making sure that they have opportunities to push into courses at our comprehensive sites as appropriate as well as access to online curriculums through Cyber High and UC Scout. We will also begin using Edmentum Courseware at these sites. We continue to work on ways to integrate career exploration in our 7th and 8th grade programs to collect data regarding potential future CTE pathways as well as helping them get started on an area of interest in the middle school years."	"Next year all small necessary high schools and alternative programs (County Community, Alternative Ed. High School, and home school) will have access to Edmentum Courseware as a supplemental curriculum to support electives, CTE pathways, and courses that may have been otherwise unavailable to them."	Met		6/16/2022	2022
05615720000000	Mark Twain Union Elementary	7	"The district initiated the use of the Core Growth tool, as a pilot but as opted to not continue. Instead, Mark Twain Elementary is using BPST Running Record for Reading. For Mathematics, the district adopted REFLEX Math to use both as diagnostic tool and a mastery bridge. The District has recently adopted Collaborative Classroom, K - 6, which uses SIPPS. In addition, the District uses STAR ELA and Math for benchmarks and achievement data. The staff also uses summative and formative measures in Mathematics, standards based report cards. All students receive direct instruction in Mathematics, English-Language Arts, Science, Social Studies, and Physical Education. Student receive some Art instruction through a grant-offered program. Students receive Tier I instruction, Tier 2 supports and the District offers a continuum of programs for students with disabilities through Resource and Special Day, push in and pull out services. In addition, the District partners with the SELPA to provide specialists in Speech, Occupational Therapy, Assistive Technology, Adaptive PE and Behavioral Services. Sites use a student success team format to collaborate and implement learning plans, IEPs, 504s, and BIPs."	Copperopolis continued to solidify their Tier 2 program with all students participating. For afterschool SPEL was 23 students participating; Mark Twain was able to put together SPEL for the last trimester of this year with 45 students participating. They will be working on Tier 2 during the school year for grades 1 - 3 in the coming year. They were able to do ABC Bootcamp with Kinders Copperopolis Elementary: SSTs: 21 Referrals to SpEd: 18 with 13 qualifying.Mark Twain Elementary: SSTs: 39 Referrals to SpEd: 11 with 6 qualifying	"0% had walk-throughs specific to UDL; Training needs to occur for administrators and teachers. Subs and vacancies (both certificated and classified employees) created barriers to training; Chronic absenteeism is also a barrier to student access to a broad course of study for all students: in 2022, 2% of our ELL; 5% of our Hispanic; 22% SED; 5% SWD; <1% for all ethnic groups other than Hispanic and white; Foster and Homeless Youth was also <1%; Our white students grew by 7.4% to 25%; Grade levels most concerning district wide: 1st, 5th, 5th, and 7th. The building of systems that is staff dependent, coaching/mentoring dependent proved to be difficult in offering with fidelity."	"Mark Twain Elementary is using BPST Running Record for Reading. For Mathematics, the district adopted REFLEX Math to use both as diagnostic tool and a mastery bridge. The District has recently adopted Collaborative Classroom, K - 6, which uses SIPPS. The District provides Title I services as well as a continuum of Special Education services. The district is also instituting strong Tier 2 programming with the identification of learning plans through SSTs with data dives in minimum day release collaborations."	Not Met		10/13/2022	2022
49708050105890	Mark West Charter	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 Charter School offers a comprehensive middle school program including rigorous academic instruction in all the core subject areas. We also offer academic intervention for students needing extra support within the school day, English Language Development, intervention classes, directed studies, and electives. Our LEA 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. 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 physical education class, sports, field trips, assemblies and special events."	"Upon review of the 2020-21 ELPAC results for our English Learners and the number of English Learners redesignated as Fluent English Proficient (FEP) during the 2021-22 school year, better serving the needs of our English Learners is an area of growth for the District. Using our “Reclassification Review Process”, twelve 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 an intervention teacher to support students access to a broad course of study."	Met		5/10/2022	2022
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 2020-21 ELPAC results for our English Learners and the number of English Learners redesignated as Fluent English Proficient (FEP) during the 2021-22 school year, better serving the needs of our English Learners is an area of growth for the District. Using our “Reclassification Review Process”, twelve 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 at all school sites."	Met		5/10/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
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. MUSD tracks student access to a broad course of study using: Master schedule audits analyzing course offerings 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, and WASC self-study reports. 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 five 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 students 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 begin creating their four-year plan in the spring of their 8th-grade year as they complete a transition meeting made up of staff from both Martinez Junior High and Alhambra High School."	"All students, K-12, have access to a broad course of study. All students at our schools take the core curriculum. 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. 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 their transition into high school. Additionally, Alhambra high school offers a range of Advanced Placement classes, CTE programming, and other electives that are open to all students."	"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 but may have to take an alternative course within the general area of study. The student is still accessing the same broad course of study as another student, yet just within that course of study, the student may not have access to a specific class. Administrators 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."	Met		6/27/2022	2022
49402466051932	Mary Collins Charter School at Cherry Valley	7	"In November of 2021 the district conducted an equity study that provided information on students’ access to a broad course of study. Using other tools as well (i.e. CALPADS, SIS) it was concluded that students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"Students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"The lack of an early warning system/monitoring system to catch these inconsistencies fostered a system of ineffective oversight. In addition, other tools and systems such as the district’s EL Master Plan had not been revised since 2003 to provide guidance and support for English Learners access to academic opportunities."	"Moving forward, the district will be implementing a new EL Master Plan for the 2022-2023 school year as well as utilize grant funds to support early warning systems such as Guidance Alignment to monitor and ensure all students have access and a path for graduation.  In addition, other academic systems will be put in place such as Common Assessments starting with Math with Data Reflection Protocols to increase instructional quality, target interventions, and ensure a more robust RTI process. In addition, the district will be enhancing and expanding credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements."	Met		6/28/2022	2022
58727360000000	Marysville Joint Unified	7	"Local review of Course Catalogues, AERIES data, A-G enrollment, and Pass rates, AP course enrollment and 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 leave 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 in 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 these tasks best practices in classrooms will be utilized. Data support sites that have strong connections to the home achieve these goals at a higher rate.	"Through continued data analysis, MJUSD will restructure at the district level to create a division that will focus on college and career. Through this department, MJUSD will continue to structure our schools with the intentional focus of increasing the broad course of study for all students. This includes ensuring our CTE alignment, monitoring our Dual Enrollment, and providing college and career centers at our secondary sites."	Met		6/28/2022	2022
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."	Not Met		10/5/2022	2022
12753820000000	Mattole Unified	7	"All students in all grades at Mattole USD are enrolled in and have access to a broad course of study. Mattole Unified School District's Local Control and Accountability Plan (LCAP) Goals 1 and 2 focus on access to a broad course of study for all students.. LCAP metrics include: completion of UC/CSU “a-g” college entrance requirements, cohort high school and middle school graduation rates for all students and subgroups, students enrolled in Advanced Placement courses, AVID program completion (four full years), and STEAM/STEM enrollments."	"Mattole USD has implemented the following measures detailed in its most recent LCAP to ensure a broad course of study for all students: 1. Differentiated support through further development of Multi-Tiered System of Supports (MTSS) with integrated literacy, academic and behavioral support services (includes continued expansion in TK/12 literacy implementation with further development of reading and math diagnostic and monitoring tools). 2. AVID and high school Mentor Project continuation and ongoing progression to support strategies for college and career readiness (includes college campus and trades industry tours). 3. Ensuring that all students have multiple opportunities to be involved with hands-on, inquiry-based, collaborative STEAM/STEM project learning experiences at all grade levels. 4. A strong focus on providing all 21st Century learning needs for all students in grades TK/12. Includes providing access to the most modern educational technology that is practically available, high-speed fiber Internet, 1:1 tablets/laptops/chrome books for all district students, and school/classroom licenses for innovative California Standards and Research-based online programs that increase fluency in math and reading."	There are no barriers preventing the Mattole Unified School District from providing access to a broad course of study for all students.	"New actions in the current LCAP focus on continued expansion of social emotional learning embedded into the curriculum in all district classrooms in grades TK-12.  This includes a 5 year district-wide ArtSEL program with intensive training and a strong implementation plan with full-commitment for all teachers, aides, bus drivers, and office staff."	Met		6/23/2022	2022
06616060000000	Maxwell 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 tracks pathway completers as well as students who are on A-G graduation track.	"Students in TK-5 are in self contained classrooms in which they receive instruction in all of the same subject areas.  In grades 6-8 students have core classes of English, science, mathematics, social science and physical education.  Students are then placed in an elective course for 2 period a day.  Students in 9-12 have all required courses to meet graduation requirements.  Students also have access to Career Technical Education Courses in the areas of Agriculture, Business and Art."	Barriers to accessing a broad course of study are impacted by the school size and the limited offerings of each course.  If a student falls behind by failing a class they often have difficulty accessing classes due to the lack of sections offered in each class.	The district is removing the support courses for English and math which was an additional class in the student's schedule.  Tutoring is offered after school 2x/week for students to receive additional support.  In addition students who are behind can access our self-directed courses to makeup credits.	Met		6/23/2022	2022
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 Exploration. 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 that include project-based learning. 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 all junior high 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.	Met		6/14/2022	2022
15739080000000	McFarland Unified	7	"1) 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."	"2) At this time 100% of our students have access to a broad course of study. We will continue to strive to ensure all students have this access. Our master schedules are reviewed regularly to ensure that students are provided the access. 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."	"3) The site that has the greatest barriers in this area is our continuation high school where staffing is limited. Because of the limited staff and credentialing requirements, we rely heavily on Edgenuity (an online A-G platform) to fill the gaps. Our LCAP survey included a free response question that asked how we can help them [the students] achieve their goals. The responses from our continuation campus indicated the desire to have more classes offered that will ""lead to something"" or ""can help me get a job."""	"4) We will continue to work together to ensure all student have access to a broad course of study. As previously stated, Edgenuity helps fill in the gaps where we are unable to provide an in-person, on campus courses."	Met		6/30/2022	2022
12629500000000	McKinleyville Union Elementary	7	McKinleyville Union School District uses the Master Schedule at each site to ensure that all students have access to a broad course of study.	"Students with exceptional needs are included in the general education program whenever possible and offered Specialized Academic Support and other necessary services in such a manner that they do not miss subject areas while outside of their general education setting unless such a change to their course of study is determined necessary by their 504 or IEP team.  Elementary students are provided a broad course of study in their self-contained classrooms with additional support provided for Reading Intervention as determined by school wide screening and diagnostic assessment tools.  MUSD provides two programs of choice for students, a Spanish Immersion program and a STEAM focus program. Middle School students are provided the opportunity to take seven classes daily.  Middle School students have year long courses in English Language Arts, Math, Science, Social Studies and Physical Education; they also have access to a wide variety of elective courses including Spanish, art, music, Maker's Lab, gardening, yearbook, journalism, and many others."	MUSD does not have any barriers in providing access to a broad course of study for all students.	No changes have been identified at this time.	Not Met		9/14/2022	2022
15636510000000	McKittrick Elementary	7	"Due to McKittrick Elementary's small size, no tool is required to track the extent to which all students have access to, and are enrolled in a broad course of study."	"McKittrick Elementary is a single-site school district. Currently, 100% of the 67 students enrolled have complete access to and are enrolled in a broad course of study. This includes all 27 of the district's currently unduplicated students."	"Every student has their own personal copy of the English Language Arts, math, science, history, and health textbooks. Of the 67 students, 100% of the students have their own personal electronic device."	The district will continue to create an environment that retains the best staff. The district will continue the current textbook adoption schedule. The district's classes are all self-contained combo classes.	Met		6/14/2022	2022
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 have had ample, highly qualified teachers for our open 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.	Met		6/14/2022	2022
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."	"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, 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. Students in need of extra assistance may be offered Response to Intervention. With the incorporation of the Expanded Learning Opportunities Program, unduplicated students will have the opportunity to attend the YMCA afterschool, for intersession, or for summer. This program will provide opportunities for students to experience a safe and supportive learning environment for actively engaged learning supports as well as social emotional and physical activity."	Met		5/23/2022	2022
13631980000000	Meadows Union Elementary	7	MUSD uses the student information system to monitor and ensure all TK-8 students are enrolled in a broad course of study.	"MUSD is a single school district; therefore, all students enrolled are in a broad course of study."	"No barriers were identified as preventing the LEA from providing access to a broad course of study for all students, as all students are enrolled in all classes."	The LEA will continue to monitor the Student Information System to ensure that all students are enrolled in a broad course of study.	Met		6/29/2022	2022
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."	"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."	Students who are incarcerated have limited access to courses beyond the core curriculum. Visual and performing arts are integrated into the curriculum when possible.	"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."	Met		6/27/2022	2022
10751270000000	Mendota Unified	7	"1. 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."	"2. 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."	"3. 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."	"4. 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."	Met		6/15/2022	2022
33671160000000	Menifee Union Elementary	7	"MUSD, uses a Student Information System (SIS), Special Education IEP System (SEIS), and the Master Scheduling process to ensure participation and enrollment for all students in all required subject areas to meet the requirement of a broad course of study. MUSD Education Services Department team members, along with Site Administrators, routinely analyze disaggregated student performance data, (SBAC, MUSD Benchmark Assessments, and Unit Assessments) to track student progress and develop support to ensure student success and full participation. Students in TK through 5th Grade attend our elementary school sites. The broad course of study for English Language Arts, Math, Socials Studies, Science, and Physical Education is monitored by principals and required minutes are tracked for physical education. In addition to the required content areas, MUSD has also included weekly music lessons for grades third through fifth and a Social-Emotional curriculum and instruction for each grade level. Students in grades 6-8 attend middle schools where their schedules include a broad course of study as well as a continually developing offering of electives. Music, Band, and Choir programs also flourish in our middle schools which are very inclusive environments. Leadership opportunities abound with student council and WEB, (Where Everyone Belongs), sections at each middle school as well."	"Each middle school in MUSD provides students a choice of elective course offerings. All middle schools have a band program and music electives as well as a form of technology and/or video production or photography.  One of our District middle schools offers a foreign language. Each middle school strives to provide elective offerings that are interesting to students and that prepare them to explore their interests and capacity. Inspection of the District's demographic data, disaggregated by unduplicated student groups, and individuals with exceptional needs enrolled in specialized programs, the District identified 3% of our students enrolled in Special Day Classes (SDC) or a non-public school. All other unduplicated student groups, Foster and Homeless Youth, and English Language Learners are enrolled in the District's broad course of study in all areas and across sites. The District makes every effort to ensure that students enrolled in special day classes have access to the grade-level curriculum and mainstreaming opportunities, as determined by individual needs and decided by IEP, (Individual Education Plan), teams."	"Root cause analysis, as identified by previous years' Performance Indicator Review, linked the barriers to a lack of the District’s Multi-Tiered Systems of Support, differentiated instruction, and Universal Design for Learning, preventing a small percentage of students with exceptional needs from accessing the full grade-level curriculum in general education classes."	"The District is revising the District’s Multi-Tiered Systems of Supports (MTSS) to increase student outcomes through comprehensive differentiated instruction, social-emotional learning, academic interventions, and universal design for learning to support all students in the District’s broad courses of study. For the 2021-2022 school year, the focus has been on developing teachers' proficiency in analyzing student performance data and is supported by a curriculum with dedicated time in the weekly schedule to teach social-emotional skills/coping strategies and strategies. By engaging in Data Talk protocols and social-emotional instruction, students receive a well-rounded approach to academic and personal development.  The goal is to focus on grade-level instructional targets to drive the differentiated instruction and provide additional interventions through small fluid groups linked to grade-specific claims and standards. Students are supported as learners to meet increasing demands of persistence and determination while participating in group and class discussions on being their personal best and meeting personal and academic goals. The identified need in the 2022-2023 school year is to focus on Tier 1 First Best  Instruction with the principles of Universal Design for Learning and the guideline of access."	Met		6/28/2022	2022
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, then reflected on these students’ barriers to access core content.  We also discussed 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 form our under-represented groups.  In addition, we have a robust MTSS system to monitor and support students’ achievement in ELA and math.  There are accommodations available and opportunities for intervention (both push in and pull out)  to accelerate learning in these areas so that students can sufficiently access core content."	"Scheduling continues to be a barrier to access at each of our school sites, especially at the middle school.  Other barriers include staff turnover resulting in not being able to hire in specialized positions (adapted PE), extended day transportation, high quality-specialized curriculum (K-2 ELD curriculum, math curriculum with diverse enough differentiation or students with IEPs who need supplanted curriculum).  At the middle school, more intensive intervention and SAI minutes for students with IEP."	"We continue to strengthen our MTSS focusing especially on strong Tier 1 instruction in order to improve achievement so that students do not need intervention services that create barriers to access of core content.  We will continue to focus on and strengthen Tier 2 interventions to accelerate math learning. At the middle school, there will be more intervention support to allow more flexibility in scheduling courses.   In addition, we are continuing to focus on our EL students Tier 1 instruction and intervention to ensure they are not overrepresented in Special Education.  Lastly, the middle school will be continuing to focus on developing a master schedule around underrepresented students’ needs and ability to participate in a broad course of study."	Met		6/9/2022	2022
24657710000000	Merced City Elementary	7	"LOCALLY SELECTED MEASURES USED TO TRACK STUDENT ACCESS TO A BROAD COURSE OF STUDY The District uses the Student Information System to conduct course audits for all students, including English learner, African American, Foster Youth, Homeless students, and Students with Disabilities. Audit reports are analyzed to ensure all students are enrolled in required courses and receive additional support courses as needed outside of the required courses."	"EXTENT TO STUDENT ACCESSIBILITY TO A BROAD COURSE OF STUDY The most recent audit indicated all full-time students, including English learner, African American, Foster Youth, Homeless students, and Students with Disabilities are enrolled in a broad course of study."	"BARRIERS TO STUDENT ACCESS TO A BROAD COURSE OF STUDY Non-academic barriers impact student access to a broad course of study, such as temporary unrecorded modified day accommodations in the elementary school setting to support student transition to a full day."	REVISIONS OR NEW ACTIONS TO ENSURE ACCESS TO A BROAD COURSE OF STUDY FOR ALL STUDENTS The Education Data Manager will conduct course audits quarterly.	Not Met		11/8/2022	2022
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 to accessing courses. Intervention and support 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 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. In the 2021/22 school year, support classes were also offered to all identified students including those on independent study."	Met		6/21/2022	2022
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 classroom aides. Our curriculum for the various academic areas contains support strategies to best support English Learners and students on IEPs."	"A summary of the differences across the school site 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 its funds to add additional student support by hiring extra instructional aides. The aides provide one-to-one or small group support to students on IEPs or students identified as needing school-based services. The district does not have any students identified as Foster Youth but has identified services in the LCAP for students identified as Foster Youth."	There are no barriers preventing students from access to a broad course of study. We are a single rural school district with one class per grade level with all classes being taught by a teacher with multiple subject credentials.	"With there being no barriers preventing students from access to a broad course of study the district will monitor that all students continue to have access to a broad course of study. We have created actions within our LCAP that expand upon the current offerings accessible to students, including Visual and Performing Arts, physical education and athletics, and enrichment opportunities through field trips and extra-curricular events. We continue to improve upon our core areas of study by providing teachers with professional development that supports the best first instruction in the areas of Mathematics, English Language Arts, English Language Development, Next Generation Science Standards, and History-Social Science."	Met		6/20/2022	2022
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 and parent meets with either their teacher (elementary) or the school counselor (middle and high school) 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 (along with the four-year plan for high school student). ILP reviews are conducted by counselors and teachers with students and parents three times per school year (Initial, Mid-Year, End of Year) to 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 would consider credits attained and needed in order to graduate. All of this information is reviewed three times per year by the counselor and administration, 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. All students are provided with the necessary curriculum, instruction, and materials to support them in accessing a broad course of study."	"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 are 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."	Met		6/21/2022	2022
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.	"Each year, Merced Union High School District (MUHSD) works with the thirteen feeder schools for incoming ninth grader information and data.  From this data, MUHSD is able to place students based on their incoming levels in the appropriate classes. For the last few years, MUHSD has had the opportunity to collaborate with the feeder schools’ math departments.  Math teachers, as well as site and district administrators, discuss math curriculum, sequencing, and placement for incoming high school students.  In the 2021-22 school year, MUHSD has met more frequently with math departments to better equip all incoming students becoming A-G eligible. MUHSD offers a broad master schedule, and students are able to take any class offered at each site.  As MUHSD continues to move forward, it is now our practice that nearly all new courses are A-G aligned in order to provide a broad course of study available to all students.  To increase and improve services for foster youth, low-income students and English learners, MUHSD plans to continue to incorporate and expand a Math Summer Bridge program at every site to support and ensure students are better prepared and placed in A-G eligible math courses. The MUHSD has also developed a custom digital course catalog through a third party, to ensure students, parents, and staff are well informed of the A-G course offerings."	Met		6/8/2022	2022
51714150000000	Meridian Elementary	7	"Meridian Elementary School District tracks progress in meeting Access to a Broad Course of Study 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 based on grade level, and student enrollment and participation in courses for students with exceptional needs."	"We are a one school site with an enrollment of approximately 71 students.  All    students have access to ELA, Math, Social Studies, Science and PE.  We have added electives such as robotics, gardening, art, and health this year.  There is room for improvement. We do not offer foreign language or music at this time because we don’t have the staff or resources to provide those classes. In addition, Meridian Elementary offers state adopted curriculum and focus areas which ensure additional opportunities for all students within the district."	"The barriers to providing a broad course of study for all students is small size, budget constraints, and lack of teachers.  Because our LEA has only 71 students, all teachers must teach multiple grades.  The enrollment does not support the hiring of additional staff to teach foreign languages to 7th/8th grade students.  The teachers that we have are not qualified to teach foreign languages."	We will continue to monitor course offerings and provide all students access to the current state adopted curriculum for all core subjects.  We will provide professional development for teachers in order to support instructional delivery and curriculum expertise.  To best serve and support struggling students we have a special education teacher and aid on sight to offer assistance and modifications.  We also provide intervention and access to after school tutoring. We will continue to seek options to implement foreign language instruction to 7th/8th grade students.	Met		6/22/2022	2022
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. The modified block schedule has continued into 2022-2023. Additionally, creating opportunities for a broad course of study and core instruction in elementary grades is a challenge. In 2022-2023, Mesa Union is planning to consolidate instructional time in elective offerings in order to provide more continuity over an instructional day/week."	"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. The modified block schedule will continue into 2022-2023.  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."	Met		6/16/2022	2022
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 Schools strives to ensure universal access through its Multi-Tiered System of Supports model. Additionally, Method Schools provides a robust online educational format to special-needs and disabled children through the special education and 504 Plan programs as established by pertinent laws. Method Schools provides students with additional academic support through accommodations and learning strategies to optimize the at-home learning environment in collaboration with students and their parents."	"All student learning is personalized and driven by data to inform course placement and instructional support. Survey results indicate that 92% of parents and 97% of students feel the instructional support and guidance meets, exceeds, or far exceeds their expectations. In addition to annual CAASPP testing for students in grades 3-11, Method Schools utilizes diagnostic testing to assess student mastery of CCSS reading, writing, and math standards through both the IXL and iReady programs.  Assessment data is regularly updated and reviewed by administration and departmental OKRs developed to respond to the identified needs of the students. Method Schools has a team of curriculum specialists who work with the instructional staff to develop online content that aligns with the CCSS, NGSS , and ELD Standards to be delivered both remotely and via live virtual instruction.   All students are enrolled in the required courses for each grade level and students in grades 9-12 are encouraged to complete the A-G course of study. All students have access to targeted direct intervention when diagnostics or course performance indicate gaps in learning. Homeroom Teachers and Student Support Managers work directly with students to ensure they have both physical access to their course of study via the laptop loaner program and academic access through reteaching and intervention during TDI sessions."	"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 Schools finds that participation in and completion of Career Technical Education Pathways is low. Currently there are no ELD designated support courses.  The population of EL students at Method Schools has been routinely below 1% and language acquisition instruction has been provided through live instruction and TDI with SSMs. Recently, the enrollment of students in need of EL supports is increasing.  Method Schools is responding to this increase in student need through the creation of a designated EL course.  Additionally, each course will also address Language Standards within the course content to offer integrated EL support and to support the general population of students’ speaking and listening skills."	"Method has expanded its course availability for all students. At high school, Career/Technical Education pathways in two different concentration areas (Visual and Performing Arts and Work Based Learning) have been created with approximately 11% of eligible high school students participating. Method now has a full four year course of study in Spanish that is aligned with the World Language standards.  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 option are available to interested students. At all grades, Method provides instructional support virtually and in-person, a rotating selection of exploratory classes to middle school students, as well as clubs, events and community activities like Beach Clean Up day.  The high school has created an ASB program to encourage student participation in both school and civic events and learning."	Met		6/1/2022	2022
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 Schools strives to ensure universal access through its Multi-Tiered System of Supports model. Additionally, Method Schools provides a robust online educational format to special-needs and disabled children through the special education and 504 Plan programs as established by pertinent laws. Method Schools provides students with additional academic support through accommodations and learning strategies to optimize the at-home learning environment in collaboration with students and their parents."	"All student learning is personalized and driven by data to inform course placement and instructional support. Survey results indicate that 92% of parents and 97% of students feel the instructional support and guidance meets, exceeds, or far exceeds their expectations. In addition to annual CAASPP testing for students in grades 3-11, Method Schools utilizes diagnostic testing to assess student mastery of CCSS reading, writing, and math standards through both the IXL and iReady programs.  Assessment data is regularly updated and reviewed by administration and departmental OKRs developed to respond to the identified needs of the students. Method Schools has a team of curriculum specialists who work with the instructional staff to develop online content that aligns with the CCSS, NGSS , and ELD Standards to be delivered both remotely and via live virtual instruction.   All students are enrolled in the required courses for each grade level and students in grades 9-12 are encouraged to complete the A-G course of study. All students have access to targeted direct intervention when diagnostics or course performance indicate gaps in learning. Homeroom Teachers and Student Support Managers work directly with students to ensure they have both physical access to their course of study via the laptop loaner program and academic access through reteaching and intervention during TDI sessions."	"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 Schools finds that participation in and completion of Career Technical Education Pathways is low. Currently there are no ELD designated support courses.  The population of EL students at Method Schools has been routinely below 1% and language acquisition instruction has been provided through live instruction and TDI with SSMs. Recently, the enrollment of students in need of EL supports is increasing.  Method Schools is responding to this increase in student need through the creation of a designated EL course.  Additionally, each course will also address Language Standards within the course content to offer integrated EL support and to support the general population of students’ speaking and listening skills."	"Method has expanded its course availability for all students. At high school, Career/Technical Education pathways in two different concentration areas (Visual and Performing Arts and Work Based Learning) have been created with approximately 11% of eligible high school students participating. Method now has a full four year course of study in Spanish that is aligned with the World Language standards.  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 option are available to interested students. At all grades, Method provides instructional support virtually and in-person, a rotating selection of exploratory classes to middle school students, as well as clubs, events and community activities like Beach Clean Up day.  The high school has created an ASB program to encourage student participation in both school and civic events and learning."	Met		6/1/2022	2022
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. There is only one comprehensive High School in MUSD and everyone has equal access."	"All students in MUSD are offered a wide variety of courses, including A-G courses and electives. If there was a barrier it would only be budget and the ability to provide even more in our already broad course of study."	MUSD will continue to monitor schedules and CALPADS to ensure that all student groups have equal access. MUSD will work o increase funding so that we can bolster our offering in our course of study.	Not Met		9/29/2022	2022
15636690000000	Midway Elementary	7	The Board of Trustees annually confirms and approves that all students have the necessary devices and instructional materials.	The Board of Trustees annually confirms and approves that all students have the necessary devices and instructional materials for a broad course of study.	No barriers prevent the LEA from providing access to a broad course of study for all students.	No revisions are needed at this time.	Met		6/21/2022	2022
21653910000000	Mill Valley Elementary	7	"Our district utilizes standards-based report cards at the elementary school level, individual student schedules, and the master schedule to determine whether all students have access to a broad course of study across all grade levels."	"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. All elementary students receive art, music, and physical education instruction each week, in addition to core curriculum instruction in Language Arts, Math, Science, and Social Studies. All middle school students receive core instruction in Language Arts, Math, Science, and Social Studies and then select two elective course options including music, art, drama, world language, and media studies. Students, including those receiving special education services and students who are English Learners, may also receive targeted intervention such as Academic Support, Academic Workshop, Math Workshop, or English Language Development during one of their elective courses.  This is evidenced by student schedules and the wide range of learning experiences in which students participate as part of their weekly academic programs. Classes are tied to California state standards for the content area, which are taught through well-designed units and appropriately rigorous instruction that has been thoughtfully developed by the MVSD teaching staff."	"All students in Mill Valley School District participate in standards-based core content instruction that is provided by highly qualified MVSD teaching staff, as well as electives options. One barrier to some middle school students receiving access to a broad course of study is the use of one elective period for designated support."	"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, as well as investigating other options for providing intervention services at the middle school."	Not Met		10/13/2022	2022
41689730000000	Millbrae Elementary	7	"All students within the Millbrae Elementary School District are accounted for in our student information system which allows for appropriate placement in students' courses of study. Additionally, students with an IEP or Individualized Education Program, are provided indiviualized support in accessing a board course of study. Specifically for unduplicated students, resources are aligned to ensure that supplementary opportunities are afforded for those students.  As an example, curriculum licenses for specialized programs for language development acquisition, such as Imagine Learning, are purchased on an annual basis."	"The full inclusion of our unduplicated students in a broad course of study is can be occasionally challenged by the conflict of providing core access and legally prescribed interventions.  For example, IEPs, or individual education programs may require specialized services such as occupational therapy, speech and language therapy, adaptive physical education and English language development. To mitigate challenges in providing a broad course of study to unduplicated students, professional development and partnerships with county resource agencies, address the concerns noted above."	"Barriers contributing to limiting a broad course of study for students include specialized schedules for intervention, interruptions in regular school attendance, teacher preparation in understanding culturally and ethnically diverse students, and access to social services."	"Millbrae Elementary School District is continuing to strengthen many interventions and supports to address barriers to providing all students, particularly our unduplicated students, a broad course of study.  We are placing greater focus and attention to attendance and enrollment participation for students. The district is increasing our outreach to families to assist them in reducing interruption in daily attendance.  The district is providing ongoing professional development for all staff to ensure empathy and greater understanding of culturally and ethnically diverse students through anti-bias education provided by the Anti-Defamation League and participation in the No Place for Hate program. The district will continue periodic surveys of students to capture their responses to school climate and their educational process. These surveys include locally created surveys, as well as state surveys such as the California Healthy Kids Survey. New for the 2022 school year, staff will complete a social emotional learning screener three times per year for each student which informs the needs of individual students and provides resources to support both classroom strategies and strategies parents can be provided to support at home with their child's social emotional growth."	Not Met		10/4/2022	2022
39754990102392	Millennium Charter	7	"All students have access to the board course of study. There are prerequisites for some courses, but tutoring and homework support is available to help students who are behind in math or language arts skills. Millennium is a college prep high school that expects at least 60% of the students to complete the A-G requirements for college."	Transcripts for students indicate a full range of available courses including enrollment in college courses for those who are ready. Over 96 percent of the students graduate each year.	"The master schedule is designed with the students in mind. If a student needs a course, the course is offered. The needs of the students act as the driving force for creating the master schedule."	Continually looking for ways to help students meet the prerequisites for college level courses is of concern. We would like to exceed 60 percent fulfilling the A-G course requirement.	Not Met		10/10/2022	2022
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 broad 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 2021-22 school year, all sites had access to a broad course of study as outlined by Education Code with some exceptions. The exceptions/barriers are listed below.  Access to some hands on activities (science labs etc., PBL opportunities)"	We held informal dialogue with students to determine areas of interest to broaden their course of study.	Met		6/28/2022	2022
20756060125021	Minarets Charter High	7	"The District uses multiple measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. Our new Information and Intervention Dashboard (PARSEC) will assist us in being more proactive in our work. Students with disabilities are monitored and supported 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 Chawanakee Unified students have access to a broad course of study with an emphasis on Project Based Learning.  Our Mission: High expectations through Rigorous and Relevant learning opportunities while developing personalized student experiences by building positive Relationships and Resiliency.  Our Vision: Chawanakee Unified School District will strive to provide rigorous and relevant educational opportunities in order to promote the highest possible student achievement for all students.	"Chawanakee Unified strives to ensure a broad course of study. A barrier is that our K-8 school sites are small, often with only one or two teachers at each grade level. This makes the middles school master schedule and course offerings challenging. We have been and continue to be creative in our approach to offering accelerated course offerings for our middle school students. Our high school programs are well developed and staff in Career Technical Education for AG and Art/Media. We have expanded our Dual Enrollment Programing for high school students. All high school students have the ability to graduate with a significant number of college credits and other certifications. Our Board is in staunch support of Parent Choice on all levels."	"In order to ensure a broad course of study for ALL students, the LEA has implemented Multi-Tiered Systems of Support (MTSS); assigned Teachers on Special Assignment to each site to assist site staff in addressing the academic, social-emotional, and behavioral needs of students; and provided professional development to all staff (teachers, classified, administrators) in Project Based Learning, high quality first instruction, and differentiated instruction.  Our Student Services team supports site principals, teachers and support staff in providing instruction through the adopted social emotional learning curriculum (Second Step and Base Ed). The site and district MTSS Teams use data 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 providing targeted intervention to mitigate achievement gaps, more students will be able to access a broad course of study"	Met		6/21/2022	2022
36750440114389	Mirus Secondary	7	"In 2021-2022 the Mirus Secondary served 335 students in grades 7-12.  The student demographics include:   Percentage of Students with Disabilities: 14.6% Percentage of English Learners: 6.3% Percentage of Socioeconomically Disadvantaged: 67.5% Percentage of Homeless and Foster Youth (FY): 6.5%  Mirus Secondary 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 over 70% of students in grades 7-12 that qualify as “high risk”, including credit deficient students and high transient students.      Mirus Secondary uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing Mirus Secondary from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the current success the school has demonstrated in providing all students with access to a broad and rigorous course of study, no changes are currently planned.  However, this data continues to be reviewed as part of our cycles of continuous improvement."	Met		6/21/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 technology education (CTE) an  LCAP goal. Enrollment in CTE and CCP and JAG 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."	Met		6/3/2022	2022
27660840000000	Mission Union Elementary	7	"According to the LEA for the 2021-22 school year, a monthly log was developed to record classroom visit observational data regarding lessons taught, standards used, and tracked the extent to which all students had access to CCSS's. She also used CAASPP data through SBAC ELA and Math data and ELPAC data for EL learners. Lastly, she used IEP goals and data from assessments provided by partner educational stakeholders within the IEP team."	"1-B. Percent to which students have standards-aligned instructional materials. 100% Source: SARC 2021-22  2-A. The implementation of academic content and performance standards for all students.  A. 100% of teachers are implementing CA State Standards Source: Administrator to observe the implementation of CA Standards and record in monthly log 2020-21  All students in Mission Union have access to the same curriculum. However, certain adjustment, support and help are available for the students how are EL or SPED. The school after working with the local SELPA has reached an agreement to provide the support in the form of tutors who work extensively with the general ed teacher to provide what the IEP requires for goals. The SPED teacher consults with the general ed teacher as needed and provide input to help the teacher and the tutor address the goal and make them accessible for the students.  The school has a few Spanish speaking teachers, aides and tutors who have been critical in addressing the needs of the EL students although most of the EL students which are very few at Mission are very fluent in all four standards of English. However the availability of support of them is a definite highlight. During the pandemics the school made wifi available to all the children who lacked it at home and the online learning was available to all. The school although small has made a major effort in making sure to meet the needs of every student."	"Barriers preventing the LEA from providing access to a broad course of study for all students - lack of knowledge on staff's part regarding available resources and supports, consistent curriculum available for additional subjects such as Next Generation Science Standards, and Social Studies/History. Lack of taking advantage and sharing of Monterey County Office of Education (MCOE)-related staff and administrator trainings available throughout the year."	"The LEA for the 2022-23 school year will partner closely with MCOE partners to learn about and share all staff-related trainings for professional growth opportunities after school. The new LEA will survey teachers to see what curriculum has been adopted, which curricula needs to be changed to meet the needs of student learning, and provide professional development during bi-weekly staff meetings and PD designated days within the school calendar. The new LEA will also visit classrooms daily to ensure a culture of trust, comfort, and transparency are built amongst the staff as well. The new LEA will work with other small school district Superintendents/Principals to build a small school collaborative in which PD opportunities and grade level collaboration can be delivered in an online platform to enhance professional growth. New curriculum for Science and Social Studies will be identified and purchased to offer better instruction, and a school-wide K-2 ELA assessment will be decided as a staff regarding common assessments and data for better instruction, necessary small group and individual intervention and support, and common language amongst teaching and instructional aide staff."	Not Met		9/27/2022	2022
19651360114439	Mission View Public	7	"Using the school Student Information System (SIS) to collect course completion data, we tracked the  participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs  students and students by grade level for 2021-2022 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 Drivers’ 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 drivers’ 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.   There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/8/2022	2022
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 the percent of: • English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI) • The percent of ELs who reclassify, the percent of students who score At Prepared on College Career Indicator (Dashboard) • The percent of parents/guardians of ELs, those in foster care, and those living in low socio-economic conditions (priority groups) who meet with a counselor or coordinator once per school year to discuss academic progress • The percent of English Language Development (ELD) teachers who participate in research-based professional learning"	"We are a single-school charter school. Per our LCAP metrics, all students have access to and are enrolled in a broad course of study."	"In the 2021-22 school year, we experienced difficulty finding and hiring qualified career technical education (CTE) teachers. For example, two of our newly hired CTE teachers left during the first month of the school year due to COVID-related issues. Despite our efforts, we were unable to find qualified replacements."	"We expect our inaugural high school graduating class in the 2022-23 school year. Because of this, we do not have formal data reported by the state related to several state indicators, including the College Career Readiness Indicators. However, we have worked diligently to implement approaches intended to demonstrate college and career readiness on the California School Dashboard. For example, we have been incrementally implementing Career Technical Education (CTE) Pathways, Advanced Placement (AP) courses, A-G approved courses, and opportunities for our students to take college credit courses."	Not Met		9/15/2022	2022
48705810137380	MIT Griffin Academy Middle	7	The enrollment of students into a broad course of study is monitored by our counseling office. Student surveys are distributed in order to gather interest in electives.	All students at Griffin Academy have access to almost all courses without prerequisites.	"Given the size of our school, the greatest barrier to providing access to a broad course of study is our master schedule. There are instances in which students are not able to take the electives they want because the course is offered for only one or two sections."	We are constantly striving to improve our ability to create a master schedule that is able to accommodate the interests of the students. The staff responsible for creating the master schedule has used consultants in the past to acquire the expertise to successfully schedule the students. Additional PD will be provided as needed.	Not Met		9/30/2022	2022
49708476072136	Miwok Valley Elementary Charter	7	"Miwok Valley 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 2021-2022 school year, 100% of Miwok Valley 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."	There were no barriers preventing Miwok Valley from providing access to a broad course of study for all students.	Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/23/2022	2022
50711670000000	Modesto City Elementary	7	"In reviewing daily schedules at K-6 and master schedules in grades 7-8, all students have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. Unduplicated student groups, and individuals with exceptional needs, are served through appropriate courses for their respective needs. For example, students with disabilities have an IEP that 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 support in self-contained classroom settings."	"When reviewing the master schedules for all 7-8 sites, there are differences in the course offering among sites, for coursework outside of California Ed Code 51220 – 51229. This is due to staffing constraints, student interests, and specialized programs located at specific sites. The district has a site identified for specialized support for newcomer students and for DHH student support."	"Differences in course offerings among the 7-8 sites are a result of teacher credentialing and staffing constraints. These differences do not hinder student access to a broad course of study as identified in the California Ed Code, rather, this limitation is seen in the elective classes offered at individual sites. Students who are in need of extra intervention for language acquisition, IEP requirements, or other individual concerns, might not be able to enroll in their desired elective courses. Although, the courses they are offered do comply with the stated California Ed Code. Students enrolled in the Language Institute, English learners identified as newcomers to the US in grades 7-8, have the option to take an extra period each day, to allow for extra courses in language acquisition. Students in grades K-6 all have access to the same coursework."	"The current LCAP supports many facets of the offered broad course of study. Resources are allocated for the Language Institute, Dual Language Academy, 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."	Met		6/20/2022	2022
50711750000000	Modesto City High	7	"In reviewing master schedules, all students in grades 9-12 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. Unduplicated student groups, and individuals with exceptional needs, are served through appropriate courses for their respective needs. For example, students with disabilities have an IEP that 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."	"When reviewing the master schedules for all 9-12 sites, there are differences in the course offering among sites, for coursework outside of California Ed Code 51220 – 51229. This is due to staffing constraints, student interests, and California Partnership Academies located at specific sites. Students in grades 11 and 12 are able to enroll in CTE coursework on other sites, with transportation provided by the district."	"Differences in course offerings among the 9-12 sites are a result of teacher credentialing and staffing constraints. These differences do not hinder student access to a broad course of study as identified in the California Ed Code, rather, this limitation is seen in the elective classes offered at individual sites. Students who are in need of extra intervention for language acquisition, IEP requirements, or other individual concerns, might not be able to enroll in their desired elective courses. Although, the courses they are offered do comply with the stated California Ed Code. Students enrolled in the Language Institute, English learners identified as newcomers to the US in grades 9-12, have the option to take an extra period each day, to allow for extra courses in language acquisition."	"The current LCAP supports many facets of the offered broad course of study. Resources are allocated for International Baccalaureate, Advanced Placement, the Language Institute, student remediation services, and more. Increasing 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."	Met		6/20/2022	2022
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.	Met		6/13/2022	2022
25735850000000	Modoc Joint Unified	7	"The District does it's best to offer a variety of courses.  The offering of these courses is based on staffing, which is a yearly challenge.  Due to the large number of elective courses, students have many scheduling conflicts which can prevent them from taking classes they would like."	"The District does it's best to offer a variety of courses.  The offering of these courses is based on staffing, which is a yearly challenge.  Due to the large number of elective courses, students have many scheduling conflicts which can prevent them from taking classes they would like."	"The District does it's best to offer a variety of courses.  The offering of these courses is based on staffing, which is a yearly challenge.  Due to the large number of elective courses, students have many scheduling conflicts which can prevent them from taking classes they would like."	"The District does it's best to offer a variety of courses.  The offering of these courses is based on staffing, which is a yearly challenge.  Due to the large number of elective courses, students have many scheduling conflicts which can prevent them from taking classes they would like."	Met		6/21/2022	2022
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.	Met		6/15/2022	2022
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."	"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.	Met		6/15/2022	2022
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 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.	Met		6/15/2022	2022
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 via an online platform that is monitored and supported by their independent study teacher.Mojave River Academy utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students.	Met		6/15/2022	2022
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.	Met		6/15/2022	2022
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.	Met		6/15/2022	2022
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.	Met		6/15/2022	2022
15636770000000	Mojave Unified	7	"As outlined in the Measuring and Reporting Results section of the 2022-23 Mojave Unified School District LCAP, we measure the extent to which students (including our unduplicated student groups and individuals with exceptional needs) have access and are enrolled in a broad course of study based on master schedules (AERIES) at the secondary level, and through lesson plans at the elementary level."	"100% of our students have access to a broad course of study. The ongoing  broadening of course options will continue with the addition of new Art offerings, and the exploration of bolstering CTE pathways and Dual enrollment offerings."	"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."	"MUSD will continue to place a heavy emphasis on CTE pathways, dual enrollment offerings, and other courses through blended learning opportunities."	Met		6/30/2022	2022
45701106117931	Monarch Learning Center	7	This year new to Monarch we are using the NWEA Map Growth testing in ELA and Math.  Monarch will also participate in California State Testing.	We have just started testing through out the year.  Student's who are special education will be given accommodations in order to complete testing.	The largest barrier we have is student attendance.   Sstudents who do not read at grade level is also a barrier.	We are tracking chronic absenteeism and making sure students want to come to school	Met		6/29/2022	2022
54718110139477	Monarch River Academy	7	Monarch River Academy develops monthly learning plans for each student to ensure that all students including our unduplicated groups and students with exceptional needs are enrolled and successful in a broad course of study.	"Three times a year our educational partners are surveyed, here are the results: 95% of the educational partners feel that Monarch River Academy has a rigorous college and career program which includes: fairs and workshops, transitions programs, high school graduation plans, CTE courses, A-G courses, and college courses (dual and concurrent enrollment) to support student success. 95% of the educational partners feel that Monarch River Academy have systems in place that support educators in the areas of technology, curriculum, human resources, and EOS when they need assistance."	There are no barriers to any student according to our data and surveys.	The LEA will be adding additional courses and opportunities in the areas of CTE and enrichment as well as subskill intervention to address any learning loss which may have occurred during the COVID-19 period of time.	Not Met		9/8/2022	2022
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 4 years ago and last year was our WASC Mid-Cycle Review. Students have access to A-G curriculum, World Languages and a variety of electives via Edmentum Courseware. 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 credits per semester normally, but this year our high school students had an extended day where they earned 40 credits 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 21-22 school year, all of our students enrolled at Mono County Community Schools earned credits and we had 6 students meet their graduation requirements of 200 credits and graduate from our schools. 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."	Met		6/29/2022	2022
10623230000000	Monroe Elementary	7	"We are a Universal Access district whereas we are all inclusive. Students have access to a broad course of study around:  STEAM, Arts and Drama, Yearbook, School Newspaper, and Languages. Students also have the opportunity to take an intervention/study group course as well as an option."	We are a single school school district so every student has access to a broad course of study.	One barrier is Music. We had a band program but have been unable to hire a music teacher as of yet. It was identified as an area of want on our LCAP because of students feed into a high school that provides a strong music program.	We will continue to survey students annually for interest levels.	Met		9/8/2020	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
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 relatively new and we are continuing to understand what supports students need to participate in and be successful in the pathways. AP courses continue to be rigorous and many students are not successful in the classes.	We are continuing to develop and expand the CTE pathways so that students can meet the certifications qualifications at the end of each pathway. We are continuing to develop and expand the curriculum for the different CTE pathway courses to better prepare students to master the material necessary for the pathway certification. We are continuing to explore additional certifications for new and existing pathways. AP support and study materials are being provided to all students enrolled in AP courses.	Not Met		10/26/2022	2022
19647330114959	Monsenor Oscar Romero Charter Middle	7	"Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts"	"All students have access to a broad course of study. Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts Master Schedule of Course Offerings"	"As reflected in our prior response all students had access to a broad course of study. Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i). Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts"	"Universal Access is available and provided to all students. Differentiated instruction and accommodations are provided with the General Education frameworks and course levels (Core Content). Broad course of study including courses described in EC sections 51210 and 51220(a)-(i).     No revisions, alternative decisions or action were taken. Programs and services developed and provided to unduplicated pupils, and Programs and services developed and provided to individuals with exceptional needs. Metric/Method for Measuring: Student Transcripts"	Met		6/29/2022	2022
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 strength 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.	Met		6/21/2022	2022
19647336018204	Montague Charter Academy	7	"Montague develops a Master Schedule annually to ensure all students have equal access to arts and sciences classes, physical education and interventions. For our Students with Disabilities, we track all services in Welligent, and a separate schedule for Resource Teachers which determines the push-in/pull-out program for these students to receive the required services written into their respective IEPs."	"As a single site charter school, access to the full instructional program is provided to ALL students."	"As a single-site charter school, our programs and schedules are developed in a manner to ensure there are no barriers to providing equal access to the broad course of study for all students."	"Based on multiple data sources, which are monitored on an on-going basis, there are no revisions currently required regarding access to the broad course of study for Montague students."	Met		5/31/2022	2022
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 provide 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.	Met		6/29/2022	2022
42692520000000	Montecito Union Elementary	7	"Being a TK-6 elementary school, all students have access to a broad course of study including math, reading, writing, science, social studies, music, physical education, spanish, and library.  All students have full access to each of these programs"	There are no differences between any groups in access to curriculum and a broad course of study	There are no barriers	"because there are no barriers or concerns, there are no actions"	Not Met		8/16/2022	2022
27102720112177	Monterey Bay Charter	7	"MBCS prioritizes a holistic educational experience for all children that includes equitable access to a broad course of study from kindergarten to 8th grade. The MTSS 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 partners and trains staff on social-emotional learning methods during faculty meetings. The committee is made up of elected teachers and an assigned administrator. The Coordinated Services team ensures student action plans are effective in providing access to a broad course of study. The committee includes the Director, Education Specialists, and School Counselor. Each committee member is a case manager to students in the SST process or students with 504 plans or Individualized Education plans. The multidisciplinary committee meets to share knowledge, collaborate, and coordinate services to ensure students 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. Benchmark test data is disaggregated to identify students in need of intervention services. The team recommends students to the SST process as needed and supports the Director in managing student action plans to ensure equitable access to a broad course of study."	"Students receive standards based instruction in content classes. Academic instruction includes in-depth studies of cultures and philosophies around the world; physical, sciences and literature; informational texts across disciplines, and 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 &fiber arts), Vocal Music, Instrumental Music, and Woodworking. In addition to the regular academic and enrichment program, 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. Instructional aide support is provided from TK- 2nd grades to facilitate the successful engagement of all students as well as access to a broad course of study. MBCS actively and conscientiously works to keep all students in the classroom for academic, curricular, and equal access opportunities, and to ensure the healthy and appropriate social development of all students. The school's fiduciary investment has resulted in increased access to a broad course of study."	"MBCS offers a broad course of study across all academic areas, as well as multiple enrichment and extracurricular courses both during and after school. The courses and coursework increase in complexity as developmentally appropriate for the age of the student. The enrichment courses progress over time as follows: Physical Education (1-8), Handwork (knitting, sewing, weaving, fiber arts, (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)."	"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 Mandate group in an effort to keep students in class and engaged in learning. The MTSS 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 adoption of Circle Up! Curriculum further supports this goal. Teachers collaborate to ensure a broad course of study that is vertically aligned through the grades. The school is beginning to work on P-3 alignment based on new guidance from the state."	Not Met		10/4/2022	2022
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 20 18-19 and elective and career-related courses are currently being developed) 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: * securing additional instructional space (specifically space for a science lab); and * creating more time for teachers and other MCHCS stakeholders to develop new (elective and Career"	"Monterey County Home Charter School Program staff have well-established Professional Learning Community teams that meet twice monthly to analyze student data, curriculum, plan standards-based lessons, coordinate academic intervention for students and discuss student progress. The staff consistently looks for new student engagement strategies such as experiential, hands-on learning opportunities and curricular tools to ensure students master course objectives and standards. The school provides additional academic support through individual tutoring and virtual help. College and career exploration opportunities are embedded to support students' post-high school transitions."	Met		6/15/2022	2022
27102720000000	Monterey County Office of Education	7	"MCOE Court and Community School staff ensure that all students enrolled are placed in the correct programs and have access to a comprehensive course of study. The schools analyze students' academic records to ensure placement in the appropriate courses. The teacher completes a graduation plan with the student to ensure that the student understands the most effective path to graduation. The schools have paper-based and digital learning platforms to provide access to core subjects, remediation, and college/career preparedness. The school staff tracks course completion, grades, and transcripts through the student information system."	MCOE Court and Community School staff ensure that all students are enrolled promptly after entering the juvenile court facility or requesting enrollment in a community school program. Staff request student transcripts from previous districts and develop a graduation plan to determine the courses the student should enroll in. All students have access to all courses needed for graduation. Staff tracks and evaluates course placement through the student information system.	"MCOE Court and Community Schools specialize in developing individualized learning plans to ensure all students have access to a comprehensive course of study. The high rate of transitions experienced by the at-promise youth of the schools results in a barrier to obtaining complete and accurate records from prior schools. At times, these inconsistent records impact the ability of the staff to comprehensively identify the needs of the student based on their academic history. An additional barrier to a broad course of study is the scalability of programming in small court school settings."	"MCOE Court and Community School staff have well-established Professional Learning Community teams that meet twice monthly to analyze student data, curriculum, plan standards-based lessons, coordinate academic intervention for students and discuss student progress. The staff consistently looks for new student engagement strategies such as experiential, hands-on learning opportunities and curricular tools to ensure students master course objectives and standards. The schools provide additional academic support through individual tutoring and virtual help. College and career exploration opportunities are embedded to support students' post-high school transitions."	Met		6/15/2022	2022
27660920000000	Monterey Peninsula Unified	7	"Community engagement sessions highlighted the desire for continued investments on improving College and Career outcomes for students. The community expressed the desire for accelerated course work such as AP, IB, Dual Enrollment college courses and electives, continued deployment and integration of educational technology, expansion of Career Technical Education, music and the arts, robust athletics offerings including increased transportation options for teams and professional development for educators to ensure teaching and learning that is both rigorous and culturally relevant. This goal ensures alignment between district goals and state indicators. With continued focus on enhancing access to rigorous coursework, career technical education, and dual enrollment, the district has created a solid foundation on which to increase the number of students graduating college and career ready.  The measures/tools include: - Percent of student prepared for college or career - Students completing A-G and CTE courses - Students passing advanced placement AP exams - 11th graders meeting or exceeding standards on early assessment program - High school graduation rates"	"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 professional learning for educators around culturally responsive, anti-biased teaching and instruction. This includes increasing:  - Acceleration teachers - College field trips - Dual enrollment teachers - Curriculum materials and supplies specific to supporting and ensuring unduplicated youth access to college and career readiness  We are also increasing AVID down to our elementary schools to ensure students are aware of the college opportunities and exposure in the early years."	Met		6/28/2022	2022
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 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."	"We are a single-site school district. We have three multigrade classrooms (TK-2, 3-5, 6-8) , a 20% Educational Specialist/Intervention teacher, and 2 full time para-educators which creates an one adult to four students ratio. We have enrichment teachers, specialists and online resources to provide students a broad course of study."	We are in a rural area. We use field trips and assemblies to enhance students' awareness of the world beyond our community. We have invested an improved broadband for the school to provide students additional online learning.	We continue to seek out online courses when needed to provide a broad course of study.  We work closely with the County Office of Education to bring out specialists to instruct students and staff especially in the coding and maker space skills.	Met		6/13/2022	2022
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) 2020-21 Data Quest Graduation Rate and A-G completion rate were used as indicators 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 status (SES) 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. 2020-21 CA DataQuest data shows an overall graduation rate of 92.4%, which is higher than both the county and state. SES students had a graduation rate of 92.0%. SWD had a graduation rate of 82.3% and EL students had a graduation rate of 87.9%. MUSD’s A-G completion rate increased from 46.9% to 51.9%. The College/Career indicator was not calculated for the 2020-21 CA Dashboard because no CAASPP data was available for the class of 2021."	"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."	Met		6/14/2022	2022
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."	All students have a broad course of study.	The District will provide professional development on Professional Learning Communities (PLC) for the purpose of collaborating to support all students..	Met		6/7/2022	2022
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 2021-22 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. In the past several years, we've had a desire to provide Spanish as a foreign language at all of our middle school campuses.  Unfortunately, finding a credentialed teacher has proved difficult.  However, for the 2022-23 school year, we have hired a full-time Spanish teacher to provide language instruction at Moreland Middle School and Latimer School."	"We implemented 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). For grades K-5, we formed a teacher committee to identify, pilot, and evaluate social studies programs.  At the end of the school year, the Board of Trustees approved the committee's recommendation for the new curriculum, Savvas MyWorld Interactive, to be implemented in Fall 2022.  This updated curriculum is more culturally inclusive than previous adoptions."	Met		6/14/2022	2022
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. All elementary sites have implemented P3 Reads in an effort to make sure every child is reading at grade level by 3rd grade. 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.  Limited space may prevent some students from accessing the Dual Language Immersion Program.	"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."	Met		6/28/2022	2022
43695830000000	Morgan Hill Unified	7	"In MHUSD, enrollment is open and heterogenous in courses. All courses of choice including college prep, advanced, honors, and Advance Placement, Career Technical Education (CTE) including elective courses are monitored by enrollment demographics by Aeries Analytics and Data Zone. These have also been included in Themed Study Sessions with the Board including some information on student groups including SED, racial/ethnic groups, English Learner, Students with Disabilities, grade levels, among other factors. For students currently in elementary, the district uses internal dashboards and platforms to measure/track student performance outcomes in various subjects including reading and mathematics that also inform SPSAs and PLT conversations.  In some cases, students with exceptional needs find themselves in courses (e.g. Special Day classes) that will be separated but these are monitored closely by the Special Education Department. Additionally, Special Education Program Indicators also monitor inclusion opportunities and are address as they come to light."	"In the district, courses that are offered at the high school level are aligned to UC/CSU a-g course requirements and are open enrollment. Students that earn a high school diploma from a comprehensive high school complete coursework in History/Social Science, English, Mathematics, Science, World Languages, Visual and Performing Arts, and additional elective options. For Advanced Placement courses, for several years MHUSD has partnered with Equal Opportunities Schools to increased enrollment in AP coursework and in student groups that tend to have lower AP course enrollment and expand student course offerings/selection. Over the years, with a dip impacted by the pandemic, AP enrollment has steadily increased. More recently, new programs have allowed for students in earlier grades to participate in these courses. Middle school prepares students for the coursework seen at the high school level in multiple subjects. Special Education Program Indicators demonstrate a need for growth in inclusion opportunities for students with disabilities.   Additionally, MHUSD has begun to monitor participation and student outcomes in multiple courses/pathways as a way of better understand student needs as well as educator support. As an example, Career Technical Education ‘completers’ have been steadily increasing over the years but we noticed that there were certain student groups that were not participating to the same extent as others (e.g. students identified as female in STEM courses)."	"While prerequisite and need for recommendation as a condition of enrollment have been eliminated, the district would like to be able to offer expanding course programming (student choice) at all levels but it limited based on funding and staffing shortages. Further, the extent to which students struggle academically at the secondary level (e.g. fail course(s)) impacts their ability to participate in additional elective courses beyond the requirements."	"MHUSD is exploring additional ways to more systematically outreach and encourage students to take specialized courses such as AP, CTE, visual and performing arts, among many others. Further, we understand that with high expectations for academic rigor and all students taking on challenging courses also comes academic supports. At the high school level, the barrier presented by a traditional six periods of instruction has also been eliminated to allow for increased student choice and support embedded within the school day. Professional Development districtwide is focusing on Professional Learning Communities that will enhance student supports and ensure all students learn at high levels in order for them to feel prepared to take on rigorous and broad coursework. In addition, MHUSD is creating a true Multi-Tiered System of Support 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. Lastly, high school graduation requirements are aligned to UC/CSU a-g entrance requirements and Career Technical Education pathways/courses have expanded."	Met		6/21/2022	2022
36677770000000	Morongo Unified	7	"The locally selected measures or tools are used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. The MUSD uses Illuminate to track student enrollment in all required courses at both elementary and 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."	"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 are enrolled in all courses K-8 in preparation for High School. In High School, all students and all student groups have access to all Dual Enrollment, CTE, AP, and College Prep (A-G) courses. Master Schedule information through Synergy is utilized to ensure access and enrollment in all courses of study."	"The chronic absenteeism rate and lack of housing for low-income students 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."	"Revisions, decisions, or new actions that will be implemented, or have been implemented, to ensure that all students have access to a broad course of study including a comprehensive MTSS/PBIS system. We are in year seven of implementation and have it incorporated in K-12. We are addressing behaviors, attendance, and academics through this system. MUSD works diligently on other means of correction for behaviors that will result in ""in lieu of expulsion"" proceedings that include alternative placements, and counseling services. We also have plans for 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."	Met		6/28/2022	2022
09619290000000	Mother Lode Union Elementary	7	"Each student in MLUSD is placed in courses with highly qualified teachers, using state adopted curriculum, and meeting state standards.  Our Board Policies dictate graduation requirements, which are adhered to by all instructors.  Each specific student group, including our unduplicated students and students with exceptional needs are provided with educational opportunities above and beyond the base education."	"MLUSD is a TK-8 district.  Our elementary school serves students from TK-4th grade, providing each student highly qualified teacher in a self-contained setting.  Our middle school serves students 5th - 8th grade with a mixtre of cored and subject specific highly qualified teachers.  Built into each site are times for students to both remediate and expand on their learning, using data informed decisions for placement."	There are no barriers at this time.	"Mother Lode has been fortunate to be able to provide our students with highly qualified instructors for all subjects, as well as newly adopted curriculum, to ensure a broad course of study for all students.  In addition to this, we are constantly looking to provide more interventions above and beyond our core instruction."	Not Met		9/14/2022	2022
37682130129668	Motivated Youth Academy	7	"The student, parent, and teacher develop a MY Personal Learning Adventure Now (PLAN). The EL Coordinator, Counselor, Special Education Case Managers, Homeless and Foster Youth Liaison, and other educational partners join the review of each MY Plan, as needed. This plan is based on a variety of quantitative assessments including three curriculum-aligned assessments through Exact Path, four social-emotional assessments through Thrively, qualitative data obtained from the MY PLAN team, and a transcript review. Each PLAN provides access to a broad course of study aligned with the California standards and graduation requirements. It is updated throughout the school year during regularly scheduled meetings as students' interests and abilities evolve."	"The school counselor monitors course enrollment throughout the duration of each student's MY PLAN. The measures and tools used includes weekly teacher meetings.  In consultation with the counselor, EL Coordinator, Special Education team, Homeless and Foster Youth Liaison, and other educational partners, each student's unique MY PLAN may pivot to reflect changes in students' interests and abilities that have been identified with data from course performance and teacher anecdotal assessments. As a result, MYA's graduation rate has improved and more graduates have continued on to Community College, 4-Year College, and Trade Schools.  MYA will hire a Student Success Coordinator to assist and guide students and families to available community resources that provide food and housing security, physical and mental healthcare availability, employment opportunities, and social justice support. This support aims to increase student engagement, attendance, course completion rates, graduation rates, and students completing an A-G pathway."	"Since MYA does not have a physical location, providing students with hands-on experience in CTE Capstone courses has been a challenge. MYA attempts to address this barrier by encouraging dual enrollment in community colleges where the resources for hands-on instruction and training are readily available.   MYA will hire a Student Success Coordinator to assist and guide students and families to available community resources that provide food and housing security, physical and mental healthcare availability, employment opportunities, and social justice support. This support aims to increase student engagement, attendance, course completion rates, graduation rates, and A-G pathway completers."	"MYA has expanded the eligibility for participation in the Possibility Project which is a partnership with the KRA Corporation to develop job skills and career training. MYA works to align CTE offerings with community colleges in the footprint of areas served, develop internship and pre-internship programs, and provide work-based learning and student entrepreneurial opportunities.  MYA will hire a Student Success Coordinator to assist and guide students and families to available community resources that provide food and housing security, physical and mental healthcare availability, employment opportunities, and social justice support. This support aims to increase student engagement, attendance, course completion rates, graduation rates, and A-G pathway completers."	Met		6/23/2022	2022
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.	"Students in elementary and middle school have access and are enrolled in all core subject areas, including designated English Language Development for English learners. Based on the school's master schedules, 100% of the students have access and are enrolled in a broad course of study."	"One of the barriers we saw was the need to do a study in demographics of students who are in particular classes such as AVID, advanced math and English classes in the master schedule.  We will ensure that we are equitably serving and increasing our EL and/or Latino Hispanic students’ participation."	"The District will be reviewing student access to a broad course of study through an equity lens working with the District Diversity, Equity, Inclusion, and Belonging Advisory group and SEL districtwide.  Recommendations for changes in procedures and practices may result from this review. The district will further study the demographics of students in advanced classes and programs like AVID to increase the participation of underserved students."	Met		6/22/2022	2022
44697730000000	Mountain Elementary	7	"MESD uses parent, student and staff survey results, staff feedback, attendance data, and special education and intervention services information to track the extent that all students have access to a broad course of study, including unduplicated students and those with special needs. 100% of students have access to Art and Music education in addition to their rigorous classroom-based instruction."	Mountain Elementary School District is a one school school district and all students have access to the same rigorous and broad course of study.	There are no barriers identified at this time that are preventing access to access a broad course of study for all students.	No new action are planned or required at this time. 100% of students in the Mountain Elementary School District have access to a broad course of study.	Not Met		10/13/2022	2022
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."	Not Met		10/11/2022	2022
20764146110076	Mountain Home Charter (Alternative)	7	"1)  Mountain Home School Charter offers highly personalized educational plans for each student.  Each TK-8th 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 educational plan is provided from a professional, credentialed, experienced Advising Teacher.  Each student & his/her parent/guardian meet regularly with the Advising Teacher to review progress & assessments & plan upcoming curriculum & pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will be part of this educational 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/guardian to design a standards-aligned educational program that meets the student’s individual needs.  Mountain Home purchases the appropriate 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 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."	"Mountain Home seeks to honor and recognize the unique gifts, skills, passions, and attributes of each student. Our personalized learning model is dedicated to developing individualized learning programs for each student with the intent to engage each student in the learning process in the most productive and meaningful way, and to optimize each student's learning potential and success.  Our efforts are focused to help all students make substantial progress in meeting the appropriate standards-aligned academic skills in every area of necessary study.  2)  Each student enrolled in Mountain Home School Charter has a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher(s), as well as a special education specialist when applicable.  An Advising Teacher serves as the primary point of contact for each student, with additional subject-matter teachers providing guidance and consultation on their specific subject area.  A PLP includes specific goals for each semester of school across all subjects.  It specifies curriculum to be used, curriculum pacing, and assessments that will be given to demonstrate mastery of the standards-aligned content for each subject area/course.  The PLP guides each student’s academic progress through independent study and site-based instruction and supports to ensure that all students have access to, and are enrolled in, a broad course of study."	"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 2022-23 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.  Mountain Home seeks to honor and recognize the unique gifts, skills, passions, and attributes of each student. Our personalized learning model is dedicated to developing individualized learning programs for each student with the intent to engage each student in the learning process in the most productive and meaningful way, and to optimize each student's learning potential and success.  Our efforts are focused to help all students make substantial progress in meeting the appropriate standards-aligned academic skills in every area of necessary study.  See our LCAP document for 2022-23."	Met		6/14/2022	2022
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 and MAP assessment systems are 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. 9% of students completed courses that are in line with CTE instruction, 31% of students participated in CP courses, and 11.6% of students completed at least one semester of dual enrollment."	"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.	Met		6/15/2022	2022
45737000000000	Mountain Union Elementary	7	"Students in Mountain Union Elementary School District are enrolled in a broad course of study. Being a single school K-8 district with a population of 91 students, monitoring of student access and enrollment is not a difficult task. Students are enrolled in or have access to music, daily P.E., and experiential learning, in addition to ELA, Math, Science and history."	"There are no barriers for student access to a broad course of study, The LEA is in development of a mod to severe classroom to serve students from the district who have this classification."	"There are no barriers for student access to a broad course of study, The LEA is in development of a mod to severe classroom to serve students from the district who have this classification."	"The 2022-2023 school year will broaden the offering with CTE classes for middle school and enhanced science activities for the lower grades utilizing the schools' new greenhouse. There are no differences in access across student groups or school sites. There are no barriers for student access to a broad course of study, The LEA is in development of a mod to severe classroom to serve students from the district who have this classification."	Met		6/16/2022	2022
53750280000000	Mountain Valley Unified	7	"There are a number of measures or tools that are utilized by the LEA to track the extent to which all students have access to, and are enrolled in, a broad course of study. . Although there are minor differences between the offerings at a TK-8 elementary school and a small but necessary high school, the students are all provided with equal access to the broad course offerings. At Hayfork Elementary School, the Student Accountability Report Card reflects the progress of the students based on state testing results and ELPAC results. At Hayfork High School, the Student Information System (Aeries) and the master scheduling system for secondary schools, the a-g and CTE completers and the ELPAC scores."	"Reviewing the locally selected measures or tools that are used throughout the district indicates that all students have equal access to the broad course of study at each school site within the district. . The district measures and tracks the progress of all unduplicated students with local assessments such as IXL, STAR Renaissance, ALEKs, EL curriculum and curricular-based test results. There are also state assessments that are used, such as CAASPP interim tests, SBAC and the ELPAC along with the tests that are administered to students who are on Individualized Education Plans. All the students in the district are provided with equal access to all of the subject areas and curriculum with the provision of the necessary modifications and accommodations."	"Analyzing the results of the tool(s) or locally selected measures, the barriers that were identified as preventing the LEA from providing access to all unduplicated students were:  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 in comparison to larger comprehensive high schools. Based on a need to increase students successfully graduating with A to G and CTE completion."	"The LCAP committee agreed that based on the results of the locally selected measures and tools identified in the analysis of Local Indicator 7 that the action items that were directly related to the on-going support of  counseling technicians to support the mental health needs of the unduplicated students, along with the academic intervention positions (ELA and EL which are K-12) as well as the online intervention tools and the funding of after-school intervention teachers K-3, 4-6, 7/8."	Met		6/8/2022	2022
19648160000000	Mountain View Elementary	7	"We have reviewed the master schedules for 7th and 8th grade and the 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 Appreciation, 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."	Met		6/28/2022	2022
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 2021-22 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-6 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 choir, band (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 (56 minutes) of PE daily.  AVID courses are offered in grades 7&8."	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.	Met		6/13/2022	2022
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.  Professional development opportunities for visual and performing arts were offered prior to the school year to help build teacher capacity to implement these standards."	"The results of our tool (i.e., report card) indicate the need for more specific language reflecting a broad course of study 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, which facilitated revisions, decisions, and/or new actions based on state standards and frameworks. Feedback was taken and results have been used to develop a new report card , thus increasing the effectiveness of our monitoring tool."	Met		6/21/2022	2022
43695910000000	Mountain View Whisman	7	"The District uses the following tools to track the extent to which all students have access to, and are enrolled in, a broad course of study.   Elementary School: Daily class schedules teacher-created and in Powerschool that show student enrollment in core subjects, English Language Development, and special education.  The District also reviews art and music schedules and agreements with the Community School of Music and Art, physical education schedules and agreements with Rhythm and Moves, Response to Instruction for intervention or enrichment schedules and staffing, and Puberty Talk program schedules and agreements.    Middle School: Daily class schedules in Powerschool which show student enrollment in core subjects, English Language Development, Special Education, electives, physical education and Response to Instruction, the middle school elective catalogs, and the Teen Talk program schedules and agreements.   In the 2021-22 school year all students were offered a broad course of study."	"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 2021-22 school year all elementary students had access to a broad course of study as outlined by Education Code with some modifications  due to the pandemic: -Enrollment in instrumental music especially for aerosol producing instruments was lower for 5th grade than in past years.   -Students had to use instrument masks and bell covers and instruction was provided outside as much as possible which was not always   optimal.  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: -Enrollment in instrumental music especially for aerosol producing instruments was lower than in past years.   -Students had to use instrument masks and bell covers and instruction was provided outside as much as possible which was not always   optimal."	"Elementary School -The District reopened fully in person for the 2021-22 school year.  All students attending District elementary schools had access to a   broad course of study. -Students that enrolled in the District’s Remote Independent Study program were offered a broad course of study although students   only had live instruction one hour per week and the majority of courses, including art, music and physical education lessons were   taught asynchronously.  Middle School -The District reopened fully in person for the 2021-22 school year.  All students had access to a broad course of study. -Students that enrolled in the District’s Remote Independent Study program were offered a broad course of study including electives   although students only had live instruction one hour per week and the majority of courses, including electives and physical education   lessons were taught asynchronously"	"MVWSD has done the following in order to better provide students access to a broad course of study:    Overall The District will open in August 2022 with regular schedules with students in person learning five days per week.   Delivery of physical education, art and music classes will be determined based on COVID restrictions (outside, specialized masks, bell covers 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 -Choice electives for all students -Delivery of physical education, art and music classes will be determined based on COVID restrictions (outside, specialized masks,   bell covers etc.)"	Met		6/16/2022	2022
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. MVLA maintained its overall rate at 83% a-g completion.    LAHS has 82% a-g completion and MVHS has 84% a-g completion.   18% of ELs at MVHS g a-g requirements. Our reclassified ELs at MV met a-g at 78% and at LAHS 69% met completion. SED has had 53% and at LAHS has 60% meeting A-G completion. 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 97% of students meet the target at both sites, excluding moderate to severe SWD. ELs at MVHS had 61% achieving a C or better Reclassified ELs reached high levels of attainment, including 94% at MVHS and 88% at LAHS. SED students with a C or better included 84% at MVHS and 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 providing 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 needs. 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 proficiency or general education peers.  The courses may span across all content areas, however, they may not be “honors” or “AP” courses. Examining the data across ethnic lines or socio-economic status, there is an underrepresentation of Latinos and SED students in AP and honors classes as well. Various programs or structures exist to increase the number of Latino and SED students such as AVID, reduced class size in 9th-grade classes and math courses, summer enrichment programs, and academic support classes."	"As previously mentioned, the sites and the district continuously examine data and attainment of the district targets for all student groups. This ongoing dialogue impacts what services and programs we offer for all students. Closing the opportunity gap supports the narrowing of the achievement gap among our students. In the fall, schools examine this data which influences how they will advise students for next year’s course selection.   Professional Development on Culturally relevant Teaching, Equitable Grading, and Discipline-Specific Literacy is a part of our staff training this past year.   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 in the mainstream with support. Instructional aides are placed in mainstream courses to provide support. Both schools offer Co-Teaching courses that provide access to core classes for SWD. Support and intervention courses are offered at each site to target specific skills needed to be successful in core classes. Support classes in math and ELA are offered to 9th and 10th-grade students."	Met		6/23/2022	2022
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 2021-2022 school year, 100% of students at Mt Baldy School had full access to a broad course of study 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, social-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 and other funding sources to support Priority 7."	Met		6/23/2022	2022
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/IB 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 International Baccalaureate, 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.  AVID is also available to TK - 12 students."	"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."	"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 are available at all school sites to provide much needed social emotional, academic, and college/career 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. Online curriculum has also been adopted district-wide to offer original and credit recovery courses of study. Furthermore, district staff continue to strengthen the capacity of teachers and support staff in the design and delivery of instruction throughout all courses of study resulting in an increase in achievement and reclassification."	Met		6/22/2022	2022
37680236037980	Mueller Charter (Robert L.)	7	"The locally selected tools used by Mueller/Bayfront Charter School to determine if all  students, including unduplicated, are enrolled in a broad course of study are formative  and summative progress measures, report cards, progress reports, English Learner  identification & monitoring, classroom schedules, student schedules, and Individualized  Education Plans."	"The locally selected measures demonstrate all Mueller/Bayfront students have access to a  broad course of study. Mueller/Bayfront has curricular focus areas ensuring opportunities  for all students. Students participate in Music, the Arts, foreign language, and Physical  Education. Additional enrichment opportunities and electives are provided virtually  during COVID related Distance Learning. Students experiencing academic challenges  have the support of small group instruction, interventions, and attend additional days during Intersession. Special Education Teachers are provided for students with IEPs. Core curriculum includes integrated and designated English Language Development for  English Learners and is aligned to the ELD and Common Core Standards. Supplemental curriculum is provided to support students at individual instructional levels."	"Mueller/Bayfront students have access to a broad course of study. No barriers have been identified that would prevent our students from accessing the appropriate course, materials, or coursework."	"Mueller/Bayfront has provided professional development to classroom teachers to help support both staff and students in accessing the curriculum included in a broad course of study, For the 2021-2022 school year Mueller/Bayfront has Instructional Coaches, a Coordinator Student Support Services, Special Education teachers and Support Staff. Partnerships with CVESD and the SDCOE allow for additional training for both teachers and administrators. Training and resources for Integrated and Designated English Language Development, and supplemental curriculum aligned to the Common Core is provided. To support students with lower achievement and students with disabilities, supplemental curriculum is aligned to the adopted curriculum. Adopted curriculum and supplemental curriculum is provided. Ongoing professional learning is provided to staff  throughout the school year."	Met		5/12/2022	2022
13632060000000	Mulberry Elementary	7	"Mulberry Elementary is a small K-8 school with an enrollment of 67 students, which makes tracking the extent to which all students have access  to, and are enrolled in, a broad course of study fairly easy.  We have 4 combination classes where all students have access to a broad course of curriculum which is aligned with the California state standards and approved by our local school board.  All teachers turn in weekly lesson plans to administration, where she ensures that all students in each of the four classrooms are being taught and exposed to a broad course of study."	"Due to the small enrollment numbers, Mulberry Elementary offers and ensures that all student groups are enrolled and have access to a broad course of study.  We have no differences to what courses are taught to our student groups, including our unduplicated and special needs groups."	We found no barriers preventing us from providing access to a broad course of study for all of our students.	Mulberry Elementary is being very successful at providing access to a broad course of study to all of our students.  We will continue to monitor and ensure that all students receive access.	Not Met		9/13/2022	2022
19647336119044	Multicultural Learning Center	7	"MLC tracks this access through our strategic planning of instruction and curriculum among the staff, engagement with parents, as well as observation protocols of educators and evaluation of student benchmark and annual data. Academic data is used to determine student reading needs, and placement in tiered intervention. Student data from Welligent helps us identify course study supports need for students with disabilities and schedules are carefully coordinated between special education and general education teachers.  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. Students with disabilities have access to the full course of study in our inclusive model of education with support from specialists in collaboration with general education teachers. This is monitored and evaluated through the IEP process and through the collaborative work of our special education team.  English Learners are never separated or pulled out for instruction and all students learn in both English and Spanish as part of our dual immersion program. English learners develop early literacy by learning to read and write in their first language (Spanish). EL achievement and ELD program implementation is monitored by 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 explicitly teach social emotional learning skills daily. Social Thinking instruction is provided to all TK-1 students, and intervention groups starting in 2nd grade.  MLC implements a Tiered Reading Intervention using Wilson Reading, Esperanza and American Reading Company resources. In the Middle School, all students have an Intervention Period in which they receive leveled supports or acceleration in reading, writing, and math."	"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. One solution we have found recently is the American Reading Company – which has increased our access to high-quality assessment tools and resources for teaching reading in two languages for grades TK-8."	"We have transitioned 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."	Met		6/23/2022	2022
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."	"Mupu Elementary School District, a small school district, continues to work to ensure all scholars have access to courses.  Despite limited staffing Mupu is working towards bringing support faculty, such as a music teacher or artists in the classroom, once a week to give our students varied opportunities for a very rich course offering."	"Mupu has recently purchased several online software programs such as MobyMax, and Lexia in the areas of ELA and ST Math for math support on a broader scale for all students. Additionally, we have renewed our license with IXL which affords our scholars access to practice and review in the areas of history, math, language arts and science. These programs provide a personalized learning platform and allow for independent learning, review, intervention and/or acceleration."	Met		6/16/2022	2022
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."	"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."	Met		6/22/2022	2022
33752000000000	Murrieta Valley Unified	7	"MVUSD provides all students with access to all courses.  At the elementary level, all students have access to core curriculum with intervention, as needed on a supplemental basis.  A universal access model is used to individualize learning from intervention to advanced opportunities.  The Horizons Unlimited Program has provided visual and performing arts experiences for all elementary students.  Additionally, elementary students have access to band in 5th grade.   At the secondary level, MVUSD students are placed in the required college preparatory coursework that leads to college and career readiness unless otherwise determined by SST/504/IEP teams.  MVUSD continues to be systematic in efforts to increase the rates of unduplicated students and identified student groups in advanced coursework.  All students are strongly encouraged to challenge themselves to take advanced coursework and the associated exams.  MVUSD collects AP, IB, DE, and AVID participation data annually by student group to monitor enrollment with the goal of increasing participation rates for unduplicated and identified student groups.  In addition, MVUSD tracks unduplicated and identified student group progress and “F” rates at each grading period to provide intervention and acceleration opportunities.  MVUSD tracks A-G and CCI completion rates district-wide, by student group and school, to provide the data to reflect on current practices to make adjustments that increase course access."	"MVUSD 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, based on their academic progress.  Secondary students are placed in additional intervention classes based on their instructional needs, 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 Hispanic students).  CTE pathways vary by high school site due to teacher credentials, facilities, program requirements, and resources."	"While MVUSD provides the opportunities for accessing a broad course of study for all students, we have identified barriers that we are continually addressing to improve student participation.  Some barriers that affect student access to core content include the need to provide intervention for students who have achievement gaps and students who require English language instruction.  Another key barrier that affects students accessing rigorous coursework is a staff and parent focus on high school graduation completion instead of college and career preparation. Finally, the impact of the pandemic has created a barrier for students who have experienced mental health issues, learning loss, or a lack of engagement during this school year.  These barriers will continue be addressed as we move into the 2022-23 school year."	"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 model will be implemented at all middle schools at the 6th grade level.  The district is also systematically reviewing student progress on local assessments to properly place middle and high school students into rigorous coursework.  Additionally, the district is embracing inclusive scheduling for our secondary students to increase the number of students with disabilities in general education classes.  This will lead to increased student participation in college preparatory and advanced courses at the high school level.    The district is raising awareness for all educational partners 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."	Met		6/16/2022	2022
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 for 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 in various increments throughout the school year."	"NACP is a single LEA where all students are enrolled in and have access to a broad course of study. Our school offers courses of study in self-contained classrooms with a teacher for the full day of instruction. All (or most) classrooms contain a full-time instructional assistant to provide additional instructional support and intervention. 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 (intervention services). However, due to the nationwide teacher staffing shortage, it was especially difficult this year. There has also been a shortage of staff available to serve students with exceptional needs for the last two years. We have searched much longer than expected for special education providers."	"We encourage our teachers to seek out growth and leadership opportunities. We ask them to participate in training and professional development related to areas that inspire them or areas that they recognize as growth opportunities. We also encourage our instructional assistants to move to the next level as leaders. We want to help those staff members that want to move up in education with tools provided by our board. They have been provided a connection with an educational institution, resources, and guidance for their next steps."	Met		6/16/2022	2022
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 measure access to and enroll in a broad course of study are:  School Information System, the School Accountability Plan (SARC), and our Local Control Accountability Plan (Teachers submit weekly lesson plans that detail the broad course of study. We also use local assessments to track student in all subject areas."	"At N.E.W. Academy of Science and Arts, all students (English Learners, Special Ed., Gate, …etc.) have access to a broad course of study within a self-contained classroom. We have a Language Academy which is a dual language type program (Spanish and English). These students  have access to instruction in both 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 a broad course of study. We have also hired a teacher that will work with GATE students this year."	We have worked on and have improved in recruiting teachers with adequate certification to teach Spanish in our Language Academy. We currently have teachers who are in the process of receiving their bilingual authorization.	"We continue to encourage teachers to enroll in training and 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. We are currently working with the Center for Equity for English Learners (CEEL). CEEL is involved in coaching teachers, providing professional development,  and supporting our ELAC/CELAC through training parents to be active participants."	Met		6/16/2022	2022
28102800000000	Napa County Office of Education	7	"PowerSchool tracks credits earned in all areas of study.  We offered two CTE pathways: culinary and welding/construction.  A-G and AP courses are available through Edmentum digital curricula. Individual Learning Plans help track student progress, credit evaluations, and goal setting for timely graduation."	"100% of students have access to the required course of study.  100% of HS students are offered credit recovery and/or coursework, AP courses, A-G, PE, and electives.  We offer work readiness for: food handlers, and construction/welding.  We offered two CTE pathways for interested students.  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.  Our new school facility has remedied many of the barriers we had with 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 will also sustain our CTE offerings/pathways. We will also continue to provide access to the Nimbus Arts program.	Met		6/14/2022	2022
28662660000000	Napa Valley Unified	7	"NVUSD can assure students are enrolled in a broad course of study by reviewing Advanced Placement (AP) enrollment, Career Tech Ed (CTE) participation, and 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, our graduation requirements are also aligned with the UC / CSU A-G requirements.  This ensures that all students must take a broad course of study, including core subjects, physical education as well as electives. Advanced Placement (AP) enrollment has steadily increased over time. Beginning in 2017-2018 with just over 217 students enrolled in AP Courses district-wide, NVUSD now has 1178 students enrolled. Many of the same AP Courses are offered at all 3 of NVUSD’s largest high schools, including; Computer Science, English Language Arts, Foreign Language, History/Social Studies, Math, and Science. Of all AP courses taken, Hispanic/Latinos represented roughly 39% of all participation. Whites represent 36%, and Asians and Pacific Islander populations represent 16%. 1441students took Career Tech Ed (CTE) classes in 2021-2022.  High schools offer CTE courses based on their local communities. NVUSD offers courses in Business Administration, Culinary Arts, Sustainable Construction, Sports Medicine, Engineering and Robotics, Manufacturing and Product Development, Medical Sciences, Animal Science, Multimedia Production, Printing and Graphics, Woodworking, Computer Science, and Digital Design. In 2021-2022, all students in grades Kindergarten through 8th have fully implemented Mathematics and ELA adoptions."	"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, barriers exist for secondary participation in Advanced Placement courses and CTE by Socioeconomically Disadvantaged students. While the reasons for this are not entirely clear, in all likelihood there are a number of factors; i.e. interrupted schooling often experienced by low-income students whose families have high rates of mobility, lack of academic support structures due to familial unfamiliarity with school systems, inability to access additional help because of a need to work outside of school hours, and many other potential factors."	"NVUSD has implemented 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, and 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 that place students outside the general education classroom for part or all of their day. Full implementation of the MTSS process will result in wrap-around services for students to facilitate their progress toward becoming college and career ready."	Met		6/23/2022	2022
37682210000000	National Elementary	7	"National School District is committed to ensuring that all students including unduplicated students and individuals with exceptional needs have access to a broad course of study including instruction in all grade level standards.  One tool the district uses to measure this priority is through a survey of staff to see to what extent they are implementing the state standards.  Staff select a number between one (beginning to explore) to a five (full implementation). In 2021-2022 83% of the respondents indicated a minimum of 4.0 - partial/full implementation.  Other metrics to track student access to a broad course of study include teacher schedules, number and categorization of students participating in extracurricular and extended learning opportunities, and programs and services provided to students with exceptional needs including amount and quality of inclusion  Summative assessments are also tools to measure student access to all subject areas regardless of educational setting."	"The district and each school site are able to track student access to a broad course of study via a variety of methods. NSD uses the platform Panorama to provide data on individual students including EL status, IEP status, intervention plans for academics and behavior/social-emotional, and local and state academic measures. Through this platform, principals, teachers and district staff can track student achievement and ensure that they are being provided access to all content areas. Furthermore, principals at each site collect classroom schedules, conduct walkthroughs of each classroom, observe instruction in the standards and note how teachers are using UDL and other strategies to ensure all students have access to the grade level content. In addition, principals meet with teachers as part of MTSS to discuss individual student progress toward grade-level standards.  Monitoring student progress toward the standards is a tool that establishes an expectation by the district that each student will have access to a broad course of study as defined by the CDE.  School sites keep attendance records of students who participate in expanded learning programs and in extracurricular activities.  Principals ensure that all students are able to enroll in those learning opportunities to ensure equitable access for all students including English learners, unduplicated students and individuals with exceptional needs."	All students are provided access to a broad course of study in the National School District.	"In order to provide access to all student groups, the district continues to refine programs and support for students who may be more challenged accessing the curriculum. NSD continues to explore program models for newcomers in order to discover best practices. Teachers continue to expand mainstreaming time and inclusionary practices for individuals with exceptional needs. Professional development for all teachers regarding equitable access to the curriculum carries on.  Finally, through MTSS the district remains committed to ensuring that each student has access to a broad course of study by expanding implementation of the MTSS framework."	Met		6/22/2022	2022
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 Individualized Education Plans (IEPs). The inclusive education department (formerly special education) is in its fourth 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 and in hiring and maintaining specialized staff. 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 students with individualized education plans (IEPs) through universal design for learning (UDL) and tiered levels of support."	Met		6/13/2022	2022
34752830112425	Natomas Pacific Pathways Prep	7	"We have a number of supports in place to ensure that our students are able to successfully fulfill our graduation requirements. The tools we use to ensure access include our individualized scheduling process, our advisory class, and our excellent counselor-to-student ratio. Students and parents are very involved in our course selection and scheduling process. We have three counselors for 600 students so they are able to review transcripts and schedules multiple times throughout the year. Our advisory teachers keep students for all four years and part of their responsibility is to build 4-year plans with their students and track student progress. Students select courses they would like to take as electives, while the counselors schedule them into all courses that must be taken to meet graduation requirements. Counselors also meet with every student to determine the best course of study based on individual interest and need."	"Using our individualized scheduling process, advisory teachers, and counselors we ensure that all students have access to a broad course of study and the support necessary to succeed in a college prep environment. NP3 operates in Professional Learning Communities (PLCs) and our teachers identify students on a weekly basis who need additional support through intervention. We provide intervention during the regular school day to offer additional assistance to students who are struggling to meet standards. In addition, we offer tutoring before and after school, and during lunch. Special education services are provided and contracted through NUSD. Special education services vary depending on individualized student plans, however, most of the services are provided through an inclusion model. NP3 employs fully credentialed teachers in the general education classroom and special education classroom. Each teacher is qualified to teach English Language Learners. Small classroom sizes reduce the student-to-teacher ratio. Staff and administration use student data from multiple assessment measures (formative and summative, schoolwide and state assessments) to determine levels of student learning in addition to student support. In addition to academic supports, we have a wide range of advanced placement courses and college preparatory electives for students who are exceeding standards. Additional information may be found in our school LCAP"	There are no barriers preventing the LEA from providing a broad course of study to all students.	NP3 will continue to offer a broad course of study to all students.	Met		6/28/2022	2022
34752830134049	Natomas Pacific Pathways Prep Elementary	7	"NP3 Elementary offers an open enrollment policy to which all students can apply. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides, Natomas Unified School District (NUSD). All students, including unduplicated students and individuals with exceptional needs have access to adopted curriculum and instruction. NP3 Elementary instruction uses differentiation to deliver instruction to all students, including unduplicated student groups and individuals with exceptional needs. NP3 Elementary also uses multiple measures to continually assess where students' current learning is at and what additional supports are needed. All grade levels meet with administration, counselor and intervention teachers every six weeks to discuss student progress and identify students who need additional support in math, English language arts and ELD instruction. We determine students needs by disaggregating data from multiple data sources. We look at formative and summative curriculum assessments. We look at all student's iReady scores, which assesses student's reading and math levels, as well as projects where students learning will be on the CAASPP assessment. DRA (Developmental Reading Assessment) is used to identify students reading level. ELPAC (English Language Proficiency Assessments for California) is also another measure we use to look at students needs."	"NP3 Elementary uses an individualized scheduling process. At the end of each school year Administration, counselor, grade level teachers and intervention meet to discuss student needs and place them in the most appropriate placement for the following year. In addition to the grade level meetings we hold every six weeks, NP3 Elementary also works in Professional Learning Communities (PLC's) and grade level clusters. During these meetings, teachers are analyzing student data and creating plans to address student needs."	"Currently, there are no barriers to identify that would limit NP3 Elementary from providing access to a broad course of study for all students."	NP3 Elementary will continue to closely monitor and assess student needs in order to ensure access to a broad course of student for all students.	Met		6/28/2022	2022
34752830120113	Natomas Pacific Pathways Prep Middle	7	"NP3 Middle School offers an open enrollment policy to which all students can apply. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides, Natomas Unified School District (NUSD). All students, including unduplicated students and individuals with exceptional needs have access to adopted curriculum and instruction. All classes differentiate instruction based on student need. Student need is assessed using formative and summative assessments, Literary Assessments, and English Language Proficiency Assessment for California (ELPAC). NP3 Middle School has a schedule that includes Advisory, Intervention and Enrichment four days a week in an effort to provide access to life skills learning and academic support as needed. In addition, Special Education services are offered in the least restrictive environment by using inclusive practices. Lastly, all teachers at NP3 Middle are fully credentialed teachers, qualified to teach English Language Learners, in each classroom."	"All students have access to a broad course of study. This includes access to state adopted curriculum, Advisory period, Enrichment and Intervention. Advisory provides social emotional learning for all students and contributes to building strong relationships that we strive for. Enrichment gives students the opportunity to select an elective class that they are interested in learning new skills. This includes, but is not limited to, access to different languages, learning about world cultures, art skills and sports. Student need for intervention is assessed daily by math and English language arts teachers. The timelines of how quickly students can enter and exit intervention create access to studies as soon as it is needed. Many different forms of assessment are used to quickly assess student need for intervention."	There are no barriers preventing the LEA from providing a broad course of study to all students.	All students will continue ensured access to a broad course of study.	Met		6/28/2022	2022
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. This course catalog is currently being reviewed and updates to include recently approved courses. 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 2021, the rate was 69% and NUSD is projecting a slightly lower a-g rate for 2022 due to the pandemic and learning disruption. 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, and continue to graduate and complete A-G requirements at a higher rate than other districts in the county. One issue that makes this work challenging in NUSD is the high rate of mobility. For example, only 42% of the graduates in 2021 were also enrolled in an NUSD school as 8th graders and only 31% of them were enrolled in Kindergarten in the district."	"Natomas Unified has been working to get Career Technical Education Courses approved for a-g credit. Natomas Unified is also increasing supports to students with disabilities by increasing inclusive practices. Additionally, Natomas Unified staff have worked to increase achievement for English Learner students. NUSD continues to monitor student course enrollment each year. NUSD is currently developing an updated annual/semi-annual letter that informs families about their high school student’s progress toward graduation and meeting a-g requirements. This letter will also take into account the work that may need to be done for students who have fallen behind as a result of the pandemic. This additional tool will not only provide information to encourage students to strive toward college access, but will also inform them and their families if they are off track for completing any coursework required to graduate or attend a CSU or UC college. AR 0100 also requires reporting on annual basis related to coursework that is broken down by different student groups in NUSD.  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 92% for a number of years and the a-g rate rose from 36% ten years ago to 68% today. That means our students have the opportunity to go to college or start a career because of the access, opportunities, and career pathways created in Natomas Unified."	Met		6/22/2022	2022
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 Deans work to support our push-in model that ensures all learners having access to our curriculum and graduating above the threshold required for admission to the UC and CSU systems. Learners who require additional support are triaged through our Multi Tiered System of Support which can consist of one on one or small group intervention, learner support team meetings with families, etc..."	"All of our learners have access to a broad course of study. 100% of our learners are graduating with the Nea 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 Nea Diploma has multiple 1:1 meetings with their families in combination with our counseling and administrative team to review options, coursework, and pathways forward.   Our world language courses are developing standards-aligned assessments to determine if the learning in the course is meeting California standards. As a small charter school with a college prep focus, the school offers no CTE courses, and therefore has no need to implement those standards.  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, which are smaller study hall periods 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."	"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 Facilitator MTSS Team. In the MTSS 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 as interventions are implemented. If there is no change after 6-8 weeks, the Coordination of Services Team will review the interventions and data to move forward with a learner success team meeting or small group intervention.  It is written into our LCAP that we are targeting learners for intervention based on data collected through multiple measures. The program in place has provided vital time for facilitators to meet and discuss learners, set up LST’s, and get suggestions from or make recommendations to the school's counselors or Special Education staff. Through this process, the learners have had more appropriate and effective supports put in place sooner in the school year. Students entering below grade level are assessed upon entry for targeted intervention. This school year (22/23) we were able to add 2 part time reading interventionists, one for grades 1-3 and the other for grades 4-7 to support with early intervention for learners."	Met		6/15/2022	2022
36678010000000	Needles Unified	7	The master schedule and curriculum TK-12 is evaluated annually.	All school sites are evaluated for program improvements annually.	Lack of CTE and core academic instructors qualified to teach at various grade levels.	"At the middle school level, the LEA has Included an exploratory wheel based on teacher credentials in order to offer additional electives for students.  At high school level, an additional science teacher has provided additional course offerings for students."	Met		6/28/2022	2022
37683956040513	Nestor Language Academy Charter	7	"We currently have GATE testing and a plan in place which includes staff that are certified GATE teachers and flexibility with student schedules to meet their needs. We also have a full implementation of daily PE activities within the daily schedule, integrated and designated ELD, health curriculum, students with IEP's, visual and performing arts and STEM classes once per week for primary grade levels."	All students have access to a curriculum and texts based on their grade levels needs. All students have their educational minutes met through and according to our master schedule.	"The only barriers that would prevent access is staffing shortages and physical space. Our current enrollment is 1,038 students and lack of working space can be an issue and barrier."	"To ensure access, we are focused on following our master schedule to meet the required educational minutes and needs of students."	Not Met		9/8/2022	2022
29663400000000	Nevada City Elementary	7	"PowerSchool is our district Student Information System (SIS). This system is able to track individual student schedules, as well as master schedules to ensure that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served."	"We strive to provide a high quality educational experience for all of our students in TK-8. In grades 1-6 English, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, and STEAM (prescribed by governing board) courses are scheduled and all students have access to, and are enrolled. Grades 7-8 study English, Social Studies, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and prescribed by governing board STEAM and Health."	"Identified barriers are quickly remedied if possible. Creating a master schedule to meet all needs at the middle school level can be challenging as unlimited staff and time are obviously not feasible. However, all students have access to, and are enrolled in a broad course of study. Administration endeavors each year to create a master schedule that enables students the opportunity to also engage in a wide range of electives that go above and beyond the basic courses."	"Leadership will annually discuss schedule options and the master schedule to ensure that barriers are identified and remedied so that all students will continue to have access to, and enroll in, a broad course of study."	Not Met		10/11/2022	2022
29102980114330	Nevada City School of the Arts	7	"For academic access NCSA uses the Orton-Gillingham curriculum, iReady for ELA and math, and Units of Study for ELA/Writing, and we are examining new curriculum for math sine it is an adoption 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). 66% of 3rd-8th Graders are at or Above Standard in ELA and 44% are At or Above in Math. According to our surveys 97% of parents feel their child is receiving an appropriate education, our facilities are in good repair, overall student satisfaction on our local 4th - 8th grade student survey is 85%."	We are concerned about our unduplicated pupils students’ chronic absenteeism which has increased due to covid protocols requiring students to be out of school.	We will focus on these groups in 2022 by giving them priority access to our Counselor and by giving their parents priority access to the Parent Resources Coordinator.	Met		6/16/2022	2022
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, Early Assessment Program (EAP) and Advanced Placement (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 10 students and one classroom, one lunchroom and a small area for recreational outdoor activities.   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 usually constitutes 2 semesters.  Additional barriers preventing us from providing access to a broad course of study for all 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; this includes 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 our students to establish a healthy social emotional climate for students and the staff who support them.  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."	Met		6/22/2022	2022
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 education code and board policy, and to ensure access to high-quality, standards-aligned curriculum and instruction and student equity."	"In response to the 2022 survey question articulated above, 87.4% of parents, 91.2% of students, 77.3% of certificated staff, and 83.7% of classified staff, and 40% of community members report students have equal access to a variety of courses and programs. As compared to survey results from the 2021 LCAP survey, all stakeholder groups report increases -- parents (+11%), students (+2.6%), certificated staff (+2.6%), classified staff (20.7%), and community members (no change).  The district has staffed its school based on student needs and course requests for the past decade, and will continue to do so.  Where there is a need for additional sections in a particular course areas, those sections are generally added, and staffed accordingly."	"Coming off of a school year which was littered by COVID regulations -- school closures, distance learning, hybrid learning, etc., the school community felt greater access to courses of study and programs, simply because they were able to be accessed as they were prior to the pandemic.  The largest comprehensive high school in the district (Nevada Union) adopted an 8 period bell schedule (previously 6) which provided an opportunity for students to access more classes than they had in prior years.  This change to a 4x8 bell schedule removed a significant barrier to access of programs and electives which had been in existence for many years prior."	"The district will transition its second comprehensive high school (Bear River) to the 4x8 bell schedule in the 2022-23 school year.  Despite budgetary constraints, the district will continue to ensure that the vast majority of students, including unduplicated students, will have access to the courses and programs that they request."	Met		6/22/2022	2022
01612420000000	New Haven Unified	7	"Our district has maintained a focus on Equity. Our Secondary Grading and Assessment Task Force and Equity Council support this work. These groups are composed of teachers, classified staff and members of the district’s admin team. Desired outcomes from this work  ensuring equitable grading practices and ensuring equity for students by eliminating barriers for student access to a broad selection of courses.  NHUSD has removed the completion of coursework as a requirement for enrollment. NHUSD offers students in Grades 9-12 access to a broad course of study. Open access includes access for unduplicated student groups and individuals with exceptional needs. Course catalogs, master schedules and our SIS are some of the tools that track which 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. We continue to focus upon the recruitment of students into our AP classes as there is an ongoing trend where student groups are disproportionately represented. Through the analysis of our data, we have identified the following: This year, there were 1,296 students enrolled in AP classes.  There continues to be a discrepancy in the students enrolled in our AP classes, even with open access.  We will maintain our focus upon recruitment, encouragement and support for underrepresented students in our AP classes."	"Even though New Haven Unified has open access to AP and Honors classes at the high school, we continue to find that students may not be taking advantage of this opportunity for a number of reasons. There is a cultural norm which exists in New Haven Unified which causes hesitation for potential students to enroll in AP classes. As a result, while open access is available, students are sometimes reluctant to make the choice to enroll in these classes. We believe hesitation could stem from students feeling isolated racially. For example, African-American / Hispanic students may not want to be alone in AP classes. We recognize that support for the coursework is not always consistent and varies amongst courses and instructors. We offer a boot camp for students throughout the school year that provides students with intensive support in preparation for taking AP exams. With an increased workload and faster pace, retention of students is still a challenge. Grading practices are still in flux at the secondary sites, where not all teachers have begun to implement equitable grading practices. Traditional grading practices have tended to prohibit students from succeeding in AP classes."	"In order to increase access in AP classes, counselors will meet with students who are proficient according to CAASPP results, grades, or NWEA MAP (Measures of Academic Progress) results, during the pre-registration process in the Spring to suggest they register for AP classes. We are also working with counselors in order to identify secondary Hispanic students who are academically proficient and engage in outreach efforts with students in order to provide them with information and encouragement to enroll in our  AP classes."	"Additionally, we have analyzed our practices around the criteria to identify students who are enrolled in Accelerated Math in middle school and made changes that have increased the number of students enrolled in this course.  Students may qualify for Accelerated Math based on their existing Math NWEA scores and Math SBAC scores.  All Grade 5 students are invited to take a separate NWEA assessment to determine eligibility in the Spring.  These changes have led to an increase in the number of students enrolled in this course. This is the fifth 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."	Met		6/21/2022	2022
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 students 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 students 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 within 2 classes at each grade level. These classes have the same course of study and are inclusive of all student grade levels. The classroom teachers are credentialed."	"Our school is initiating World Language for 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 discussion to implement ideas from the World Language frameworks in grades K-8 and is designing coursework utilizing technology."	Teachers will work with administration to learn from the initial implementation phase to improve the World Language offering for students.	Met		6/21/2022	2022
39686190000000	New Hope 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. CALPADS and the Master Schedule are evaluated to ensure all students in the New Hope Elementary School District have access to a Broad Course of Study."	2. 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.	"3. 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."	4. NHESD will continue to evaluate ways to provide students with access to foreign language opportunities when the opportunity arises.	Met		6/21/2022	2022
39686270117796	New Jerusalem	7	"This LEA uses a free digital tool called Clever for all the enrolled students . This tool automates the secure transfer of student rosters from our student information system to all our licensed digital curriculum and free applications chosen by classroom teachers. Clever is engineered to be the most secure and convenient way for districts to send vendors data which updates every night. This enables continuously updated roster information in all our learning programs.   Clever replaces outdated systems that take away from learning time logging into various digital sites. Clever offers Single sign-on (SSO) which grants students and teachers access to all of their learning applications with a single set of credentials through the Clever Portal. Administrators can monitor the access daily, historically over time, or for specific time periods of teachers and students by specific curriculum products and time spent in each application."	"This LEA uses Clever for all students enrolled. All enrolled students are able to access all licensed digital curriculum and free applications chosen by classroom teachers. As Clever is a web-based program, students can access their accounts beyond their school day wherever there is access to WIFI."	"There are no barriers preventing enrolled students from access to their licensed digital curriculum and free applications chosen by the classroom teachers during regular school hours. However, some of our enrolled students do not have access to WIFI in their homes,  which prevents students access during after school hours."	"This LEA has offered to provide portable hot spots to families for their homes to allow students WIFI access. Additionally, the school newly added an after school program for students to stay on site to allow for additional time to access their digital curriculum and receive academic support."	Not Met		10/18/2022	2022
39686270000000	New Jerusalem Elementary	7	"This LEA uses a free digital tool called Clever for all the enrolled students . This tool automates the secure transfer of student rosters from our student information system to all our licensed digital curriculum and free applications chosen by classroom teachers. Clever is engineered to be the most secure and convenient way for districts to send vendors data which updates every night. This enables continuously updated roster information in all our learning programs.   Clever replaces outdated systems that take away from learning time logging into various digital sites. Clever offers Single sign-on (SSO) which grants students and teachers access to all of their learning applications with a single set of credentials through the Clever Portal. Administrators can monitor the access daily, historically over time, or for specific time periods of teachers and students by specific curriculum products and time spent in each application."	"This LEA uses Clever for all students enrolled. All enrolled students are able to access all licensed digital curriculum and free applications chosen by classroom teachers. As Clever is a web-based program, students can access their accounts beyond their school day wherever there is access to WIFI."	"There are no barriers preventing enrolled students from access to their licensed digital curriculum and free applications chosen by the classroom teachers during regular school hours. However, some of our enrolled students do not have access to WIFI in their homes,  which prevents students access during after school hours."	"This LEA has offered to provide portable hot spots to families for their homes to allow students WIFI access. Additionally, the school newly added an after school program for students to stay on site to allow for additional time to access their digital curriculum and receive academic support."	Not Met		10/18/2022	2022
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. New Los Angeles Charter School serves approximately 320 students in grades 6-8 with the following demographics: 87% Hispanic, 7% African American, 2% 2+ Races, 1% Asian, 19% Students with Disabilities (SWD), 26% English Learners (EL), 0.3% Foster Youth (FY), 0.3% Homeless Youth (HY), and 92% Socioeconomically Disadvantaged (SED). New Los Angeles Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New Los Angeles Charter School’s educational program. New Los Angeles Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student schedules, transcript analysis, and parent/conference reports. In addition, this will be verified by the principal during classroom observations."	"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."	Met		6/13/2022	2022
19647330133702	New Los Angeles Charter Elementary	7	"New LA Charter Elementary School has a fierce commitment to social justice and to serving any student who walks through the door. Our students have access to a rigorous, standards-aligned academic program that inspires a passion for reading, social justice, coding, music, and the arts. Internal data indicates that New LA students experience annual growth, and students with disabilities and English Learners are keeping pace with their peers. New Los Angeles Charter Elementary School serves approximately 192 students in grades TK-5 with the following demographics: 71% Hispanic, 22% African American, 2% White, 2% 2+ Races, 1% Asian, 17% Students with Disabilities (SWD), 33% English Learners (EL), and 84% Socioeconomically Disadvantaged (SED) New Los Angeles Charter Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New Los Angeles Charter Elementary School’s educational program. New Los Angeles Charter Elementary School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student-led conference, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure cla"	"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."	Met		6/13/2022	2022
19643520128496	New Opportunities Charter	7	"The school utilizes multiple tools to track student access, progress, and needs. Road maps track individual student progress to ensure that each student completes all required courses for graduation. Academic counseling is mandatory at the beginning of each school year to discuss progress and create a yearly plan. Historical grades are managed through Power School (student management system).   Special Education Continuous progress monitoring through the evaluation of IEPs of students with special needs. Targeted interventions based on individual student needs are developed through specialized intervention curriculums facilitated by SPED teachers. SEIS management system is used to write and maintain IEP reports for students. Special Education teachers receive ongoing training and support to ensure that proper reporting is taking place.  Appropriate goals for special education students. Service providers maintain  Transition plans are developed for each student receiving special education services to ensure a straightforward transition is in place upon high school graduation. Necessary partnerships are designed to facilitate a soft handoff to higher ed, employment, or vocational training environments."	"New Opportunities Charter School offers offer the minimum 180 credit requirements required by California Education Code (EC). The courses are outlined in the school catalog. All coursed are available to students based on their current road map. A-G courses are offered to all students. Targeted interventions are available to support students with disabilities, English Learners, and any students identified as a special population. An open enrollment process has been adopted by the school to support retention and positive student outcomes among underrepresented student populations.  An annual curriculum review has been adopted to ensure enhanced student learning, engagement, experience, and outcomes. A student support team of licensed clinicians is in place to support the mental health of students to increase positive student outcomes. Students self-select to meet with the student support counselor and any information shared remains confidential."	Barriers preventing New Opportunities Charter School from providing access to a Broad Course of Study include: 1) logistical limitations inside various correctional facilities that may limit what resources can be brought into the jail. 2) The need to increase staff training in effective differentiation/ scaffolding strategies to meet the diverse needs of multi-level classrooms	New Opportunities Charter School has increased targeted professional development for teachers to support an increase in student outcomes for special populations in the area of  ELL instruction Differentiation Standards-based planning and instruction	Met		6/23/2022	2022
19647330111484	New Village Girls Academy	7	"New Village Girls Academy serves approximately 88 students in grades 9-12 with the following demographics: 93% Hispanic, 3% African American, 1% Filipino, 1% White, 1% Two or more Races, 18% Students with Disabilities (SWD), 25% English Learners (EL), 2% Foster Youth (FY), 11% Homeless Youth (HY), and 97% Socioeconomically Disadvantaged (SED). New Village Girls Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New Village Girls Academy educational program. New Village Girls Academy uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student-led conference, and parent/conference reports. In addition, the 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 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."	Met		6/29/2022	2022
36678760120006	New Vision Middle	7	"Through our daily schedule we are maximizing the amount of time students spend accessing the broad course of study we provide as required by the California Education Code. Students participate in English language arts, mathematics, social studies, science, and PE. All of our Core subjects are supported by state adopted curricula. All students participate in these core subjects in addition to an schoolwide tier 2 intervention class for reading sixty minutes daily.  Students with special needs are supported by SAI instructors. We have implemented our EL, designated, and integrated programs. We provide afterschool tutoring at all levels for students at risk, along with our skills reinforcement computer program IXL that students can access from the computer at any time."	"We have 6th, 7th and 8th grade levels at NVMS. Grade level instruction is taking place at all those levels daily in core subjects for all students. In addition our Success For All intervention class groups students across the grades at their own level. These grouping provide for both heterogeneous and homogenous groupings throughout the day."	"There are no barriers at this time, all students are receiving a broad course of study."	"This year we continue to implement our core curricula which are state approved for ELA, Math, Science, and history. We are focused on mastery of the CA content standards in the application of these curricula. In addition we use our SFA, and IXL programs to teach and reinforce basic skills in reading and Math. We are providing SAI services for qualifying students. In addition we are providing designated and integrated instruction to our English language learners."	Met		6/22/2022	2022
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."	"Physical Education classes are offered for students in all K-12 grades.  All elementary students receive daily instruction in reading/language arts, mathematics, science, and social science. In addition, each elementary site has a dedicated or mobile makerspace to explore STEAM activities. TK-8 schools also offer a variety of enrichment opportunities during and after school in areas such as robotics or baile folklorico. At the Junior High, seventh and eighth grade students are offered at least one elective section in music, art, language, and coding. Sixth graders take an elective wheel, wherein they experience each of these electives on a quarterly rotation. For secondary sites, all students have access to a broad course of study through elective choices. Courses include, but are not limited to, computer science, visual and performing arts, career technical education (CTE/ROP courses), advanced placement (AP) classes, Ohlone dual enrollment courses, and more. Data shows that unduplicated students and students in special education are underrepresented in A-G completion rates, AP test passage rates, and CTE pathway completion. This is an area of improvement as we continue to strive for equitable participation and achievement."	"Currently, our biggest barriers include limited budget, staffing shortages, and covid-related safety measures. As a small district,  it can be challenging to compete with larger districts to recruit staff with specialized credentials in addition to facing the current national and state-wide teacher shortage."	"NUSD continues to strive for equitable access to board courses of study for all students.  Standards-aligned curricula are being developed to support activities in our re-established makerspaces, as well as outdoors in support of two priority TK-12 initiatives: Science, Technology, Aerospace, and Robotics (STAR) and Environmental Literacy. At the elementary level, sites are restarting music and art programs that may have been paused during the pandemic. At the secondary level, we have removed barriers to advanced placement courses that do not spiral content, expanded credit recovery options, and redesigned 6-12 math course progressions for flexible intervention and acceleration. In addition, a new grant-funded position entitled Coordinator of Access and Equity will further support this goal in 2022-23. This scope of work includes, but is not limited to, developing data tools to monitor enrollment and pass rates in A-G courses, partnering with CaliforniaColleges.edu to support students in making a 5-8 year plans, auditing transcripts district-wide, strengthening partnerships with Ohlone College and Mission Valley ROP, and more. We will continue to utilize data collection tools to gather a deeper understanding of our student needs to make the most informed programmatic decisions."	Met		6/16/2022	2022
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. Music classes are not available as previously offered due to no teacher applying for the posted position despite multiple avenues of recruitment. The music experience will be replaced by a docent program to continue to keep access in the school. 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 Coordinator 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."	Met		6/22/2022	2022
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. Music classes are not available as previously offered due to no teacher applying for the posted position despite multiple avenues of recruitment. The music experience will be replaced by a docent program to continue to keep access in the school. 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 Coordinator 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."	Met		6/22/2022	2022
19648320000000	Newhall	7	"The measures that we use to track TK-6th grade student access to a broad course of study are our Board approved instructional materials as measured by the School Accountability Report Cards.  All students have access to instruction in core subjects including English Language Arts, Mathematics, Science, Social Studies, Technology and English Language Development for our English learners."	"Using these indicators, 100% of the students in the Newhall School District have access to a Broad Course of Study."	There are currently no barriers to having 100% of our students accessing a Broad Course of Study.	"No new actions need to take place at this time, since all students have access to a Broad Course of Study."	Met		6/28/2022	2022
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. 2020-21 Five-Year 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: 56.05%; English learners: 13.9%, Low-income: 38.6%, Students with disabilities: 10.7%"	"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 2022-23 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."	Met		6/21/2022	2022
39773880131789	NextGeneration STEAM Academy	7	"All students, including unduplicated students and students with exceptional needs, have access and are enrolled in rigorous and broad courses of study that include 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. 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."	"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.  There are no differences in the ways that students are enrolled in, or have access to a board course of study across student groups and grade spans."	Results of locally selected measures show there are no barriers to providing access to a broad course of study for all students enrolled.	"Results of locally selected measures show there are no barriers to providing access to a broad course of study for all students enrolled.  Because no barriers are identified, we will continue with our enrollment practice of all students in a broad course of study, with on-going verification to ensure that access for all students remains."	Met		6/16/2022	2022
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.	Not Met		10/6/2022	2022
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 2021-2022, 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."	Not Met		10/25/2022	2022
04614240110551	Nord Country	7	Nord Country School uses our student information system (SIS) to track the extent to which all students have access to a broad course of study. This system is centralized and data can be reviewed from year to year.	"We are happy to say that all K - 5th grade students take part in core subjects as well as Spanish, art and music learning opportunities. All of our middle school students are able to choose an elective in which to participate each semester.  Electives range in subjects and provide opportunity for the students to explore different interests as well as career options."	"In the past, the only barrier that we have had is staffing. It is difficult to find consultants to teach electives, especially when needing to follow the school's set schedule."	"In assessing our data, the only discussions and actions that need to be taken are to ensure that we are providing information about our middle school electives to our community members. By doing this we hope to sustain the many different elective options available to our middle school students."	Met		6/22/2022	2022
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 2021-2022 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. All middle school (7th-8th grade) students also have access to a broad course of study within their school offerings. A variety of electives were offered during the 2021-22 school year and students were able to indicate a preference for which electives they took. The middle school was not able to offer after school homework club this year due to staffing challenges. To further meet the needs of all students, staff collaborates through Impact Teams on a regular basis to deepen their understanding of the California Common Core State Standards and develop action plans to support students as they work toward proficiency. In addition, both integrated and designated ELD instruction are provided to support English Learners whose progress is monitored using the ELLevation program."	Met		6/8/2022	2022
35675040000000	North County Joint Union Elementary	7	"The LEA uses a local indicator self-refelction measurement.  It also uses the class rosters for all classes, as well as students' class schedules.  Students are offered the classes required at their grade level.  Aeries (Student Information System) tracks this process."	"All students have access to all grade level classes:  PE, ELA, Math, Science, Social Studies, and interventions during the WIN time.  Students in 4th-8th grade who are English Learners attend a self contained ELD class daily in place of their Social Studies class.  They receive Social Studies support during ELA and ELD. The LEA does not provide enrichment classes during the regular school day."	"The LEA provides enrichment classes- art class, band, choir, music classes, additional science after school which can be a barrier when students are not able to attend due to other family committments."	The LEA will continue to work on ways to provide enrichment during the school day.  Classroom teachers do provide the enrichments within their daily/weekly lessons.	Met		6/23/2022	2022
37684520114264	North County Trade Tech High	7	Graduation Rate for 12 grade students. Completion of Credit Recovery and growth towards completing requirements for graduation. Completion of a CTE Pathway or a to g requirements. Growth on iReady as demonstrated in 9-11 Math (where applicable) and Reading [Replaced NWEA MAP in 8/2022]. Increased Attendance for all students. Completion of College and Career Readiness in Advisory [Demonstrated through their PLPs or Personal Learning Plans]	"We are a small school.  Every student has equal access to all Level 1 or concentrator courses.  In order to get into advanced courses or Capstone classes, students must complete the Level 1 course first.  All 9th grade students take an exploratory program that introduces them to all of our CTE courses.  Students work with their parents and advisors to select classes that will interest them and lead them to their best college and career options."	"Many of our students begin with use after being unsuccessful in larger comprehensive high schools.  They come to us credit deficient.  It remains a struggle to provide credit recovery and a broad study option for those students.  We increased our number of classes in the block schedule, but are always looking at ways to help serve these students."	"We have changed our 9-11 testing platform to one which directly ties to state curriculum, from being soley leveled assessment.  We have also implemented curriculum which allows us to target deficiencies in low performing students and increase their achievement and comprehension.  We piloted for 2 months last year with great success and are hopeful that pattern continues."	Met		6/14/2022	2022
45700780000000	North Cow Creek Elementary	7	"Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected school-wide learner outcomes for students.  In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed.  Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions."	"All students have access to the following program components:  Comprehensive academic and social skills development using curriculum aligned to the California State Standards  Highly effective California State Credentialed certified teachers  Low student-to-teacher ratios  Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language  program Assessments aligned to state standards to monitor progress for reading and math Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  PBIS practices and Behaviorist to support appropriate school behavior  Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Program  Garden-middle school Music program"	Providing world language at the middle school continues to be a barrier for providing a broad course of study as we are unable to hire a part-time teacher who has the correct qualifications.	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		6/21/2022	2022
27738250000000	North Monterey County Unified	7	"Measures and tools used to track student access to a Broad Course of Study include: Master schedules and Six Year Plans for middle and high school  students, Highly Qualified Teachers for all grade spans, and Common Core Standards-Based Curriculum."	"The extent to which all students have access to and are enrolled in broad course of study Per Ed Code 51210 in grades 1-6 includes: English Language Arts, Math, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and Other Studies as prescribed by the Board. Per Ed Code 51220 in grades 7-12 a broad course of study includes: English Language Arts, Math, Social Sciences, Science, World Language at both middle and high school, Visual and Performing Arts, Health, Physical Education, Applied Arts (Consumer Ed/Industrial incorporated into CTE intro classes), Driver education, and 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, add additional grade levels in our Biliteracy pathway, and expand course options to meet A-G and graduation requirements."	"New actions and decisions being considered include: more Spanish Language Arts sections,  adding more grade levels in our Biliteracy pathway, expansion of STEAM and music at the elementary level, and the expansion of course options to meet A-G and graduation requirements. Instructional schedules have also been modified to incorporate additional courses, supports, and teachers to support intervention, acceleration, and credit recovery to meet graduation requirements."	Met		5/19/2022	2022
19101990100776	North Valley Military Institute College Preparatory Academy	7	All students complete the UC/CSU ‘a-g’ course taking pattern. We are currently working on expanding CTE pathways through the CTE grants we have received.	We administer the STAR Renaissance math and English assessments monthly to gauge student growth and achievement. Professional Learning Community meetings each Friday provide faculty a focused opportunity to use data to inform responses to the four PLC questions - 1) What do we want students to know and be able to do? 2) How will we know they know and can do those things? 3) How will we support those who do not YET have the knowledge and skill? and 4) How will we engage and enrich learning for those who have already demonstrated mastery?	"The single biggest obstacle right now is lack of adequate facilities to operate the envisioned NVMI program. LAUSD’s continued failure to comply with the provisions of Prop 39 and NVMI’s inability to find a private facility mean we are sorely limited in our capacity to offer the full range of academic, CTE, leadership, citizenship, and athletic opportunities we envision."	Our revised LCAP and WASC action plan contains a thorough explanation of the action steps we are undertaking to achieve six goals for student success - 1) increasing student growth and success on high-stakes assessments; 2) using data and the SLO portfolios to improve metrics for all students; 3) increasing college and career going and success; 4) supporting all cadets academically and socioemotionally; 5) inculcating the military culture of the school; and 6) ensuring the long term viability of the school.	Not Met		9/27/2022	2022
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.	"Given the structure of our academic program, as indicated above, all students already have full access to a broad course of study. No additional modifications are needed."	Met		6/6/2022	2022
12626870000000	Northern Humboldt Union High	7	"The district is making every effort to implement inclusive practices as evidenced by the master schedule. The master schedule is built to reflect student preferences, IEP least restrictive environment placements, A-G pathways and CTE pathways. As part of the Differentiated Assistance plan which spans into 2022-23, a tracking tool will be created to find where students are falling off the A-G track. This data will ultimately be used to provide more opportunities for students to complete the A-G track. Arcata Arts Institute holds classes after school, which creates more opportunities for students to take courses during their school day. Students also have the option of taking courses at any school in the district so long as transportation is available."	"The Student Information System has a robust master schedule building component that tracks student gender and students on IEPs so that administration can see these counts and create balanced classes. The Arcata campus includes three schools, Arcata High, Six Rivers Charter High and Pacific Coast High Schools (Continuation). The schools have the opportunity to easily co-enroll students across the three school sites providing students additional opportunities. Well over 90% of the student population at Six Rivers Charter High School are taking classes at Arcata High School. The McKinleyville campus includes two schools, McKinleyville High and Mad River High (Continuation). Due to the geographic distance between Arcata and McKinleyville students minimally co-enroll between campuses. The LCAP Goal 1, Action C refers to increasing the number of students enrolled in A-G classes. With teachers implementing of UDL (Universal Design for Learning) will improve the success rate of students who may not have been traditionally enrolled in an A-G course."	"Despite the small size of the district, the schools are able to offer a variety of courses. Giving all students access to each course is challenging when there may be only one period per day that the course is offered. Though the building of the master schedule, administration is careful to limit scheduling these singleton classes at the same time as other singleton classes."	"Two items in the 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."	Met		6/27/2022	2022
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 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, concurrent enrollment, dual enrollment courses, and CTE Pathways.  Students are able to select from any of these options in consultation with their teacher and family.  Because the school is an 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 have 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 student's equal access to a broad course of study."	Met		6/30/2022	2022
47104700137372	Northern United - Siskiyou Charter	7	"In using our student information system (SIS), School Pathways LLC, Northern United - Siskiyou Charter School accesses current and historical data concerning students enrollment in courses.  We track and monitor class schedules, progress reports and all transcript data.  This data is disaggregated to analyze course access and enrollment for all students, including students in unduplicated groups and statistically significant subgroups. The SIS is available to all teachers which informs all decision making on how to create a master schedule which allows a broad course of study to all of our student population.  This personalized learning software is rich with database maps and reports that can be pulled to ensure a broad course of study is offered to and accessed by all students.  Our information concerning students and their courses of study, whether it be by grade level, unduplicated student groups or individuals with exceptional needs is well informed by the tool we've chosen to track all of our students."	"Because we are a nonclassroom based, independent study charter school, all students have equal access to a broad course of study.  All students have a personalized course of study.  The school offers a wide range of course options, including live classes, online platforms, and dual enrollment.  Students are able to select any of these options in consultation with their teacher and family.  Because the school is independent study, most of the courses can be accessed at the convenience of the student as there is no master schedule within the school.  In providing all that has been mentioned, all of our students have access to and are enrolled in a broad course of study."	"The barriers that we face are usually in the two areas of internet access and transportation.  Given that we as an LEA are geographically challenged with our rural students, it is pertinent that we stay abreast of any internet access issues and transportation issues that students may face in interfacing with our online platforms of study or transportation issues in attending college courses or live classes at our learning centers.  We are ever aware of these challenges and have worked diligently to overcome any barriers that our students and their families may face."	"Knowing that we face geographical challenges with rural students, we provide Chromebooks to all students who wish to take one home, and internet hotspots to students without reliable internet at home so they can access all of our online course platforms.  We have also increased our learning center classes to include a CTE pathway in Sustainable Agriculture, a CTE Media Arts pathway, and added an online Spanish class for high school students.  We have also partnered with two different online learning systems to be able to offer a broader range of a-g eligible classes and AP courses. For students with transportation issues that may create barriers to access their education, we provide bus tickets for students and families who may choose to enroll in local college courses, or have difficulty attending learning center courses or meetings with teachers.  In making these decisions, we have allowed all of our students equal access to a broad course of study."	Met		6/30/2022	2022
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."	Met		11/8/2021	2022
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 pupils across all grade level 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."	Met		6/13/2022	2022
33736760121673	NOVA Academy - Coachella	7	"All students have access and are enrolled in a broad course of study offered at NOVA Academy, and 93% of students who graduated in 2022 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 benefited from the program.  In addition, 74 students participated and benefited from the college program."	"Students qualify to take college coures if they earn a 3.0 GPA or higher.  Students are able to enroll in AP and honors courses at NOVA with either a teacher or counselor recommendation, or a parent request.  All students,, including those with exceptional needs, are enrolled in the general, college preparatory curriculum.  Students from second-semester 9th-12th grade are able to 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 hgihs 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 included in enrolling in honors, AP, or college courses.  All students participate in targeted support through our SOAR program and have access to teacher office hours for additional support.  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.  NOVA Academy also utilizes results from Renaissance-Star assessments to determine appropriate interventions for growth."	"Students who receive an overall academic GPA of 2.0 or lower in the previous semester are enrolled in an Academic Improvement Plan program.  This program allows students to receive bi-weekly or monthly support from a staff member, the Academic Intervention  Specialist, to improve their academic performance.  Parents are encouraged to attend parent meetings with teachers as well as the Academic Intervention Specialist, and students have agenda checks on a regular basis through this program, thereby instilling essential academic and life skills in the students.  When students raise their GPA above 2.0, they ""graduate"" from the program. Still, they remain connected, and the Academic Intervention Specialist cultivates relationships with them to help them feel supported and encouraged."	Met		4/21/2022	2022
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 Parent University presentations, grade level course registration parent presentations and Academic Counseling presentations."	Met		4/21/2022	2022
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. There are no barriers preventing 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.	Met		6/8/2022	2022
21654170000000	Novato Unified	7	"NUSD uses the master schedule and student enrollment in Career Technical Education pathways, A-G and Advanced Placement courses to create baseline data to determine student access to a broad course of study. Programs and services provided to unduplicated student groups and individuals with exceptional needs are reviewed to measure how required program placements are incorporated into an educational program that offers a broad course of study for identified students."	"Using data compiled from locally selected measures, there is evidence that students have access and are enrolled in a variety of classes. As the result of changes in student demographics over the past decade, NUSD recognizes the need to support underrepresented student groups, and has included actions that provide academic and socio-emotional supports for underrepresented students in LCAP goals .Furthermore, administrators and certificated staff are provided professional development to support students. However, overtime NUSD has come to recognize the need to create a detailed roadmap that addresses issues regarding educational equity to increase underrepresented student enrollment and successful completion in a broad course of study."	The following key findings from the Equity Audit there are barriers preventing access to and support needed for all students to successfully complete coursework. 1. School master schedule development does not clearly prioritize the needs of students with the greatest academic needs. 2.. Gaps among student groups in enrollment and successful completion of of full a-g courses. 3. District-wide Advanced Placement (AP) enrollment is disproportionate to overall student enrollment. 4. College and Career Readiness course focuses on four-year college and does not include all-post secondary options. 5. Dearth of Career Technical Pathway leading to certification to provide students with diverse college and career options. 6. Lack of focused support for English learners and students with disabilities successfully complete content courses. 7.Professional development for teachers and efforts by school leaders regarding addressing educational equity and culturally proficient pedagogy have not translated into systemic change.	"Key findings and recommendations from Equity Audits conducted by Dr. Anthony Muhammad in 2021-22, will serve as a guide to create actions to improve educational outcomes for students. Throughout the year, Dr. Anthony Muhammad and senior practice associates will facilitate opportunities for teachers, counselors and administrators to work together to reflect on current practices,  and to create new actions that are committed to being equitable and ensure access to a broad course of study for all students."	Met		6/14/2022	2022
51714230000000	Nuestro Elementary	7	The following locally selected measures will be used to track the above. 1) Daily Schedule 2) Sufficiency of Textbooks Resolution 3) Student Information 4) Enough Devices for students	"All students have access to a broad course of study.  We have adopted and purchased modern curriculum and instructional materials to improve instruction in our course of students.  After COVID, our students needed more of SEL services.  Nuestro has hired a school counselor 3 days a week to help students with Social Emotional needs."	"Time during the instructional day to teach all of the standards for every course is the greatest barrier to having all courses of study equally rich.  Awhile we offer music and art, these courses are not rich, so they can be improved."	"We will analyze resources that are available to improve all students access to a rich,  broad course of study."	Met		6/9/2022	2022
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  sixth 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."	"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 2022-2023 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."	Met		6/13/2022	2022
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 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. The LEA has also recently met with our community college partner to explore additional opportunities to expand our CTE pathway offerings."	Met		6/13/2022	2022
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 NUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day.	"In addition to offering the STEM program, NUSD has offered several other courses to students before and after school. Regular analysis of enrollment in a broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7."	Met		6/13/2022	2022
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."	"For middle schools, we looked 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."	Met		6/16/2022	2022
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 2021-2022 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 2021-2022 school year.	Met		6/22/2022	2022
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 2021-2022 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 2021-2022 school year.	Met		6/22/2022	2022
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 overall graduation rate of 96% in 2020-21 (Data Quest), with 92% of socio-economically disadvantaged and 83% of students with disabilities graduating.  English learner, foster youth, and homeless student populations were too small to report."	"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."	Not Met		9/13/2022	2022
45700860000000	Oak Run 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.	Not Met		9/14/2022	2022
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 new scheduling system for the middle school students that ensures that all students have the opportunity to be exposed to two elective courses by offering a more high-school  like schedule versus self-contained classrooms. We were afforded this opportunity due to teachers having single subject add-on credentials. Unfortunately, ELD, intervention, and SPED students only receive one elective. Being a small, rural school does not allow us the opportunity to have enough teachers for multiple course offerings. The district is implementing an intense Intervention Department made up of an Intervention teacher and 3 paraprofessionals in order to focus in on TK-3rd grade interventions to increase the reclassifications rate by 3rd grade, prior to an ELL becoming a Long Term ELL. There would also be an increase of English only students reading on grade level too so there would be less middle school students pulled out for intervention and would allow all reclassified ELL's to have two period of electives while in middle school."	"Our TK-5th grade have opportunities to participate in Art, Ag, STEM, and Music during their teachers prep time. The district hired an Agricultural teacher to implement a robust 4H program for 1st thru 8th grade and was just recently approved as an in-school 4H district. 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."	"Being a small rural district, there are times where we cannot provide enough sections for middle school elective subjects due to having only two 8th grade teachers and two 7th grade teachers. ELD and intervention students are restricted to only one elective because ELD and intervention class is offered during the elective time."	"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 received a make-over with new furniture, technology, and the part-time library tech moved 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."	Met		6/28/2022	2022
39686350000000	Oak View Union Elementary	7	According to CALPADS all students have access to and are enrolled in a broad course of study.	"The District has one school and according to CALPADS, all students have access to and are enrolled in a broad course of study."	The District has identified no barriers that prevent all students from access to and being enrolled in a broad course of study.	According to CALPADS all students have access to and are enrolled in a broad course of study.	Not Met		6/22/2023	2022
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."	Met		6/13/2022	2022
01612590000000	Oakland Unified	7	"- Data dashboards at ousddata.org include tools to track progress on key measures of student access to and enrollment in a broad course of study.  - On-Track for A-G course completion:  Broad course of study for UC/CSU eligibility and for OUSD graduation (History-Social Studies, English, Math, Laboratory Science, Language Other than English, Visual & Performing Arts, and College Preparatory Electives. A, B, and G requirements can now be fulfilled through OUSD Office of Equity/African American Male Achievement-created Khepera curriculum courses.  - Linked Learning pathways including integrated academics, work-based learning, internships, dual enrollment, Career Technical Education, and aligned student supports.  - Universal Computer Science (grades 6-9)  - Ethnic Studies (grade 9)   - Graduate Capstone interdisciplinary research project"	"- A-G Courses: All students have access to the A-G course sequences.  - Linked Learning: All high schools and alternative schools offer at least one Linked Learning pathway.   - Universal Computer Science (grades 6-9): Offerings at all middle schools provide an introduction to computer science and help to prepare students for more advanced computer science/pathways in high school.  - Ethnic Studies (grades 9-10): Offerings increased from three to ten high schools over five years. In nine of these schools, Ethnic Studies is offered to all ninth or tenth graders.  - Graduate Capstone: Seniors at all comprehensive high schools participated. In 2019-20, two-thirds of Capstone projects were scored using a common rubric focused on research writing and oral presentation."	#NAME?	"- A-G: Continue to invest in Career Technical Education integration and work-based learning for students, which is frequently embedded in academic A-G courses in the form of project-based learning, informational interviews, etc.   - Linked Learning Pathways: Continue special efforts to increase participation of underrepresented student groups (e.g., foster youth).   - Computer Science in middle school will continue for all students.   - Ethnic Studies will continue to expand, with professional development and curricular supports for these teachers.  - Graduate Capstone: Provide recommendations on how schools can create master schedules to ensure high quality Capstone project experiences for all students.  - Multilingual Education: Continue to expand multilingual assessments to more schools, grade levels, and in new languages. Continue implementation of the dual language enrollment policy to ensure equitable access and language balances appropriate to program needs."	Met		6/29/2022	2022
01612590100065	Oakland Unity High	7	"Our school offers a broad course of study by offering a complete college preparatory program meeting all the A-G requirements for attending a 4-year University of California program. We regularly offer AP Classes in Spanish, Calculus, and US History and we are adding an AP Computer Science as part of our Digital Media and IT Pathway. Many of our students take college courses at local community colleges. We aspire to offer additional electives like music, drama, and dance, but to do so will require more resources.  All students have equal access to our broad curriculum: students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Instructional Assistants. African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same courses at each grade level and all subgroups are achieving at strong levels compared to students from the same demographic groups attending the Oakland Unified School District schools."	All students have equal access to our broad curriculum: students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Instructional Assistants; African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same courses at each grade level and all subgroups are achieving at strong levels compared to students from the same demographic groups attending the Oakland Unified School District schools. All of our students and every subgroup have the same access to our curriculum which includes all the required courses for high school students. We offer as many Honors and AP classes as possible and students from all subgroups are well represented in the courses.	"The only barrier to providing additional enrichment classes before or after school is financial. Our school budget is based on our enrollment which is limited by the site location, which is relatively small compared to traditional high school campuses."	"One action that has broadened the course of study at our school is the creation and development of a Digital Media and IT Pathway. Students take computer classes and digital arts classes, including film, and have access to work-based learning experiences.  We now host an on-site computer repair program in the summer and year-round."	Not Met		9/14/2022	2022
01100170131581	Oakland Unity Middle	7	"Our school offers a broad course of study by offering all the courses required for middle school students by the State of California. We aspire to offer electives like music and art, but to do so would require more resources.  All students with exceptional needs attend the same classes as other students with support from an Educational Specialist and Aides. African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same courses at each grade level."	"All of our students and every subgroup have the same access to our curriculum which includes all the required courses for middle school students. The after school program provides enrichment activities. Because our school is small we cannot afford to hire additional teachers but our regular teachers offer clubs, field trips, and other activities."	The only barrier to providing additional enrichment classes before or after school is financial. Our school budget is based on our enrollment which has gone down since we moved to our new location.	"All charter schools in Oakland have been losing enrollment as have the regular public schools, so we will need to seek additional resources, such as applying for grants and leveraging Donors Choose so that we can offer more."	Not Met		9/14/2022	2022
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 review how the Master Scheduling process to ensure that English Learners are provided access to the full range of electives.   We offer before and afterschool interventions to help ensure all students have access to support throughout the day and before and after school.  We have additional ELO-P funds to secure plans to have additional remediation and enrichment during our intercession periods."	Met		6/15/2022	2022
27102726119663	Oasis Charter Public	7	"As a K-6 school, Oasis has general education courses that cover ELA, ELD, Math, Science, and Social Studies. We have a dedicated PE teacher and an SEL school counselor who delivers SEL lessons to each class weekly.  We also have enrichment courses so students can select cooking, drama, art, music, photography, sports or gardening classes. We also have outside vendors provide specialty (or elective courses) at our school site for up to 6 week cycles. We use standards-based curriculum and use class assessments, school assessments and state assessments to measure progress and where we need to focus on for student growth."	We are a one school system.	"We provide a broad course of study and  access to all students. We use our school site assessments, done three times a year, to guide instruction and professional development for teachers."	We are implementing Universal Design for Learning and teachers continue to receive PD in GLAD strategies and Project-Based Learning. We also have an intervention teacher and are moving to increase intervention for students to help with the achievement gap and test scores.	Met		6/6/2022	2022
30664640140061	OCASA College Prep	7	"Tools: Powerschool, Summit Learning, SEIS, Google Classroom"	"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/10th Grade). All core courses are aligned with California state standards and curriculum/instruction supports these standards."	"All students have access to curriculum and supplies which allow them to have access to this broad course of study.  Students who require additional supports in order to access the curriculum (e.g., students in special educational and unduplicated student groups) are provided with these supports through curriculum scaffolding, computer-aided supports, and teacher support in the classroom."	"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."	Met		6/28/2022	2022
19647330102335	Ocean Charter	7	All students at OCS participate in all courses of study at their grade level.  No student from any sub-group is denied access to the full course of study.	"All students have access to and are enrolled in a broad course of study at OCS.  Students who receive special education services, tier 2 intervention services, and/or ELD services have schedules that minimize their time out of any particular class to the greatest degree possible given the requirements of the services they are receiving."	NA	OCS will continue to provide access and enroll all students in a broad coarse of study.	Not Met		10/6/2022	2022
44698070110007	Ocean Grove Charter	7	"All students TK–12 have access to a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System. These measures include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation and graduation requirements. Each student’s learning record log ensures the student is working on a broad course of study by assessing the standards covered each learning period. Monthly, the teacher addresses needed areas through additional curricular opportunities.  All students are administered an internal diagnostic assessment in Reading and Math, three times each year.  Results from these assessments are used to formulate an individualized learning plan that meets the needs of the student and to track their progress.  Students who score below grade level on the internal assessments are provided additional support through the school’s intervention program (i.e. tutoring, targeted instructional materials etc.) to close the achievement gap. For students in grades 8-12, annual School Counselor meetings with families allow for the development and subsequent revisions of a 4-year individual plan.    The Special Education Department uses a variety of standardized measures to assess eligibility for Special Education for all areas of suspected disability.  These include, but are not limited to the WIAT, WISC, WJIV.  There are also other standardized"	"100% of our students are enrolled in a broad course of study as verified through their learning record logs. For K-8 students, a diversity of online and print curriculum, instructional classes and monthly school field trips are available through the use of allocated student instructional funds. High school students access 150+ a-g courses, tailored for independent study.  Students can engage with others through online group discussions, community vendors, and online synchronous courses. They can complete a CTE certification in 12 career pathways, also satisfying “life skills” requirements. Guidance works individually with students in grades 8-12 to design a broad course of study, creating a 4-year planner (updated yearly) that outlines the courses and methods for each student’s needs. For IEP students, a SPED staff attends the meeting to ensure a seamless course of study between general education and special education. English Learner students also have yearly guidance meetings with the EL coordinator also in attendance to assist with language needs and are provided weekly designated ELD instruction and support from our EL Instructor in small groups.   We are able to serve many different sectors of exceptional students. Students who choose an accelerated program are able to take honors, AP, and college courses during their time in high school. All students preparing applications for post secondary institutions have support from the Guidance staff to complete applications."	"The school experiences some inherent barriers associated because of the very large geographic area of several counties. The identified barriers described here are unique to Independent Study schools. Enrolled students are dispersed across multiple counties. The school has created learning opportunities for all students, including: field trips, local learning events, classes and tutoring. 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.  To provide a diversity of CTE programs for students, the school uses technology to create learning opportunities through video conferencing, online courses, and community college CTE classes.  When students experience an educational barrier because of a technology gap, the school steps in to provide necessary equipment.  Because of the flexibility that the school offers in regards to access to diverse curriculum and instructional learning opportunities, all students have access to a broad course of study."	"The school reuses curriculum through an online curriculum distribution process, providing curricular options for all students. 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.  For the 2021-2022 academic year, additional resources, such as tutoring or supplemental curriculum, were used to provide targeted instruction. Students scoring two grade levels or more below their current grade level in the iReady Diagnostic assessment were closely monitored by school administrators throughout the year and provided instructional support and additional supplemental curriculum to help them close the achievement gap.   For the 2022-2023 academic year, the school will be using a-g Access Grant funding to promote a-g courses and help to reduce barriers students completing the full sequence of a-g courses upon graduation.  The first phase of this 3-year grant will begin with the collection of school data on the number of students enrolled in a-g courses and developing school programs to improve the a-g course completion rate for the school."	Met		5/11/2022	2022
56725120000000	Ocean View	7	"Curriculum inventories by classroom and student. This includes electronic devices, software subscriptions, consumable materials, and student books."	"All students have access to all adopted curriculum. All classrooms K-8 are 1:1 for devices (ipads and chromebooks). Much curriculum is electronic with supporting workbooks, sets of research books, and other reading materials. Students are able to access classroom libraries, digital libraries, and school libraries to enhance their core adopted curriculum."	"The only barrier identified is the ability to rapidly distribute materials when there is significant turnover in a school. However, this barrier has been overcome by providing supplemental hours to employees in order to ensure all materials and curriculum are distributed in a timely way."	Continue to work with Libary Clerks to ensure materials are correctly checked out and in through the tracking system. Ensure digital records are accurate.	Met		6/14/2022	2022
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 through the Aeries Student Information System. 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 include 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 used 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, except 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 a rigorous curriculum, interventions, and support as all students. There are no identified barriers for Foster and Homeless Youth, students are enrolled immediately even when lacking documents. Students identified as homeless also continue at their school of origin to maintain continuity."	No barriers exist. All students have a broad course of study.	All students have a broad course of study.	Met		6/28/2022	2022
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 80% 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 cohort graduation rate for 2021 was 83.7%, with English learners at 65.4%, students with disabilities at 68.8%, and Foster Youth and Homeless students at 67.4%. The gap between student groups increases in A-G completion, indicating students are not fully accessing or being successful in the courses. The A-G completion rate for all students was 41%, while English learners was 11%, students with disabilities was 11%, and Foster and Homeless was 28%."	"A barrier identified for 1st-6th grade students is that Visual and Performing Arts and Health were not offered as stand-alone subjects 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. Frequent absences also contributed to some students not having access to the content. Scheduling conflicts contributed to English learners and students with disabilities not being enrolled in some courses because they are enrolled in 2-period blocks 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 to ensure access to a broad course of study for all students include: Continuing to 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 for 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."	Not Met		9/6/2022	2022
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."	Met		6/14/2022	2022
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."	Met		6/14/2022	2022
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 the majority 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, 1 at the continuation high school and 6 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. Additionally, we've added the BARR program to the middle school. This will increase positive student outcomes in math and ELA so that more students can access advanced 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."	Not Met		9/23/2022	2022
49708476051924	Old Adobe Elementary Charter	7	"Old Adobe 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 2021-2022 school year, 100% of Old Adobe'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."	There were no barriers preventing Old Adobe from providing access to a broad course of study for all students.	Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/23/2022	2022
49708470000000	Old Adobe Union	7	"OAUSD tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs."	"For the 2021-2022 school year, 100% of OAUSD students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day."	No barriers are preventing OAUSD from providing access to a broad course of study for all students.	Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/23/2022	2022
37683380123778	Old Town Academy K-8 Charter	7	"LEA uses attendance data to track access; however, because OTA is a small school, all students have access to the same broad course of study. Additionally, more options will be available through the after school program beginning next school year."	"Due to the fact that OTA is a small school, all students have access to the same broad course of study"	Currently there are no barriers preventing the LEA from providing access to a broad course of study for all students.	LEA looks to provide more options through the after school program this coming school year and beyond.	Met		6/23/2022	2022
42772140138388	Olive Grove Charter - Buellton	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/guardians 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. Additionally, OGCS does not currently employ any teachers with Career-Technical Education (CTE) credentials, which limits our ability to offer access to CTE pathways in house."	"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. We are developing a pathways program to augment our educational offerings, and we are investigating CTE options online and/or at local community colleges."	Met		6/23/2022	2022
42772060138370	Olive Grove Charter - Lompoc	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/guardians 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. Additionally, OGCS does not currently employ any teachers with Career-Technical Education (CTE) credentials, which limits our ability to offer access to CTE pathways in house."	"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. We are developing a pathways program to augment our educational offerings, and we are investigating CTE options online and/or at local community colleges."	Met		6/23/2022	2022
42771980138362	Olive Grove Charter - Orcutt/Santa Maria	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/guardians 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. Additionally, OGCS does not currently employ any teachers with Career-Technical Education (CTE) credentials, which limits our ability to offer access to CTE pathways in house."	"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. We are developing a pathways program to augment our educational offerings, and we are investigating CTE options online and/or at local community colleges."	Met		6/23/2022	2022
42772220138396	Olive Grove Charter - Santa Barbara	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/guardians 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. Additionally, OGCS does not currently employ any teachers with Career-Technical Education (CTE) credentials, which limits our ability to offer access to CTE pathways in house."	"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. We are developing a pathways program to augment our educational offerings, and we are investigating CTE options online and/or at local community colleges."	Met		6/23/2022	2022
39103970120717	one.Charter	7	"1. 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."	"2. 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."	"3. 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."	"4. 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."	Met		6/23/2022	2022
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, Vernon, Serrano and Ray Wiltsey's Middle Schools."	Met		6/16/2022	2022
27102720116491	Open Door Charter	7	"The Open Door Charter School ensures that all students enrolled are placed in the correct programs and have access to a comprehensive course of study. The school analyzes the student's academic record to ensure placement in the appropriate courses. The teacher completes a graduation plan with the student to ensure that the student understands the most effective path to graduation. The school has paper-based and digital learning platforms to provide access to core subjects, remediation, and college/career preparedness. The school staff tracks course completion, grades, and transcripts through the student information system."	"The Open Door Charter School ensures that all students are enrolled promptly after onboarding and orientation. Staff request student transcripts from previous districts and develop a graduation plan to determine the courses the student should enroll in. All students have access to all courses needed for graduation. Staff tracks and evaluates course placement through the student information system. As a one-site school, there are no differences across other sites."	"The Open Door Charter specializes in ensuring that all students have access to a comprehensive course of study by developing individualized learning and graduation plans, enrolling them in classes according to what is needed to graduate, and ensuring that the most up-to-date, standards-based curriculum and instruction are available in all core subjects, intervention, and college and career preparation. As a school that supports students who did not graduate from comprehensive high schools, a barrier exists in obtaining school records from various schools to comprehensively analyze the student's academic history."	"The Open Door School staff have formed a Professional Learning Community that meets monthly to analyze curriculum, plan standards-based lessons, coordinate academic intervention for students, and discuss student progress. The school staff consistently looks for new student engagement strategies such as experiential, hands-on learning opportunities, and curricular tools to ensure students master the course objectives and standards. The school provides additional academic support through individual tutoring and virtual help. The school embeds college and career exploration opportunities to support students' post-high school transitions."	Met		6/15/2022	2022
19642871996479	Opportunities for Learning - Baldwin Park	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"All 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. If students request to participate in advanced placement courses, there are options for students to complete AP courses. The teacher, student and parent/guardian discuss the request to enroll in AP courses and determine if it’s an appropriate route for the student to enroll. 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. Direct instruction courses are even offered within the online learning modality. 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, an ELD reading intervention program, is used throughout the charter and comprehensively supports comprehension and literacy gains for English Learners."	"Barriers continue to vary for each school site which include geographical barriers and modality preferences between online and in person learning. The size of each site continues to be a barrier for some sites which may not have the physical space to offer the amount of direct instruction courses a site may wish to offer students.   Staffing became a barrier since the charter will lose twelve sites at the end of the 21-22 school year; multiple sites experienced staff resigning from their positions in order to find permanent jobs past June 30, 2022. Sites struggled to find high quality teachers and instructional staff due to a shortage in applicants and competing salaries from other schools.  During the first semester of the 21-22 school year some sites didn’t offer full in-person DI courses due to Covid-19. Students were given the option of in-person or distance learning which allowed students to attend live virtual classes in a small group environment. We worked to provide technology for students who remained in distance learning but who did not have their own computer or reliable internet. Anxiety, Depression and lack of engagement continue to be barriers for many students post pandemic."	"In the new 2022-2023 school year, geographical space may no longer be an issue since the charter will be reduced to a single site. This single site tends to have a decent size building that accommodates the direct instruction offerings that the school would like to offer to students.   In addition, the single site (Ramona) that will remain in the new 2022-23 school year didn’t lose many staff since it was known at the beginning of the 2021-22 school year that the Ramona site would remain operational past 6/30/22. In order to reduce this barrier, the school is working on potentially providing raises to staff members to help retain staff and to help with recruiting new team members.   The school will continue to seek professional development to support staff in assisting students who may experience anxiety and/or depression. The school does plan on offering more counseling services and student groups to support students who may experience anxiety or depression.  In the 2021-22 school year, the school continued to expand its CTE program by offering virtual courses as well as expanding our course list.   The school has replaced Accelerated Math with Edmentum’s Exact Path for students who need intervention in Math and ELA. Exact path is geared more towards the older students we serve and works more seamlessly with our online curriculum. The coursework is generated specifically for students based on the RenStar Benchmark assessment."	Met		6/20/2022	2022
30664646120356	Opportunities for Learning - Capistrano	7	"Students have access to the school’s program and are provided a tailored learning plan to meet the requirements of graduation and prepared for their academic/career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and the counselor track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"Students have access to a broad course of study in which teachers and the school counselor utilize Planning Guides to determine the necessary courses. Our blended learning model gives students access to Direct Instruction curriculum, Independent Study Curriculum through Student Activity Workbooks, and online curriculum through the Edmentum platform. Curriculum options provide access to the broad course of study. Students requiring differentiated instruction to support their learning needs also access to Response to Intervention curriculum through Exact Path, and Achieve 3000 courses.ILit, an ELD reading intervention program, is used throughout the school and supports comprehension and literacy gains for English Learners.  The independent studies program and Edmentum provide points of access to a broad course of study for students by providing paper version and digital options for the independent studies curriculum. They provide a vast array of courses to all students LCAP Goal 1, monitor monthly core course completion rates among unduplicated students and SWD as another indicator to determine if these subgroups of students are able to access the broad course of study. Differences among subgroups have been noticed when looking at core course completion rates as a local indicator.  Data reported on the 22-23 LCAP indicates that the biggest difference exists in Mathematics in which EL and FRMP students are performing better than SWD, ALL student group, and Homeless Youth."	"The pandemic and need to provide instruction via distance learning allowed OFL- Capo to strengthen its program and increase available resources to impact student academic achievement.  Lessons learned and resources gained during the 20-21 and 21-22 school year have been valuable additions to OFL Capo’s instructional program.  The school was able to continue to diversify its course offerings, expand modality of course, and address digital barriers by providing chrome books and hotspots to students that had connectivity issues. These additions have supported OFL- Capo’s ability to offer a broad course of study to all students.  However, the identified barrier that is preventing OFL- Capo from providing access to a broad course of study for all students is due to gaps in foundational skills.   As OFL- Capo is an academic recovery program it needs to meet the students where they are at academically and bridge the gap to get them working on grade level coursework to move them towards graduation.  This requires not only academic interventions but social emotional support to keep the students engaged and motivated to continue making progress.   OFL- Capo is committed to provide the necessary interventions to promote student achievement and learning."	"To address the barriers, gaps in foundational skills, identified as preventing students from accessing OFL- Capo’s broad course of study, educational partners have identified the need for school personnel to participate in professional development opportunities to better equip them in their specific field and support overall student academic progress, instruction and social emotional learning.  The need for intervention tools & resources to increase overall Lexile and SGP growth , through specialized instruction and interventions, which include but are not limited to RenStar, Exact Path (Reading/Math), and Tutoring was also identified by educational partners and included as an action in LCAP Goal 2  which is focused at ensuring all students having access to a Broad Course of Study (Priority 7). Additionally, Social emotional development and support have been included in LCAP Goal 3 Action 2 to address these needs among subgroups of students that are struggling to access the curriculum."	Met		6/13/2022	2022
19644690128736	Opportunities for Learning - Duarte	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"All OFL- Duarte 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. Planning for Direct Instruction course offerings is performed by both teachers and leadership based on student needs. Courses taught are based on student course completion data and analyzed RenSTAR ELA and Math benchmark data. Math tutoring is provided to all students for additional support to access the mathematics core courses. If the need arises, students are able to take courses at other sites based on that individual student’s courses needed. 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, an ELD reading intervention program, is used throughout the charter and comprehensively supports comprehension and literacy gains for English Learners."	"Barriers preventing access and resources to a broad course of study vary from school site, and are largely dependent on student demographics. Students who are designated as FRMP exhibit barriers as a higher number of students, especially adult students, have had to work in conjunction with being a student to financially support their families. In addition, students designated as FRMP can have transportation as a barrier. Barriers related to transportation directly impact school attendance as well as direct instruction class attendance. To mitigate this barrier, Direct Instruction teachers record class sessions so that if students miss a class, they are able to be provided the instruction that was lost. A significant barrier that has impacted access to a broad course of study is Social Emotional needs related to anxiety and depression. The LEA has seen an increase in these needs as students have transitioned out of the COVID19 pandemic."	"In the 2021-2022 school year, OFL Duarte was able to provide existing programs and offerings in both a virtual and in person platform. The charter has transitioned to a majority of students utilizing the Edmentum LMS curriculum. Students are able to be provided the option of Edmentum LMS curriculum or physical textbooks and curriculum materials. The LEA is able to offer A-G approved curriculum, CTE pathways, VPA, Foreign Language, SDAIE aligned courses, and AP courses to its students. Periodic updates to the curriculum is performed by the Skyrocket Curriculum Department and is released to teachers and administrators. The LEA plans on improving broad course of study resource access for EL, FRMP, and Foster Youth in the new school year to aid their mastery of the curriculum. This past year, the charter changed its math intervention program of Accelerated Math and adopted the Exact Path math intervention course through Edmentum. The pilot of Exact Path was provided in a direct instruction format to students who placed at the “Urgent Intervention” level in math on the Renstar internal benchmark assessment. Students representing various subgroups such as English Learners and Students with Disabilities were also placed into the Exact Path math cohort. The LEA plans on increasing ELPAC assessment results and will be assessing its progress once the scores are released late this year."	Met		6/21/2022	2022
19651361996263	Opportunities for Learning - William S. Hart	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepare for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"Students have access to a broad course of study. Planning guides determine courses necessary for filling in gaps in grade level courses. The charter identified differences in access to a board course of study. Digital curriculum requires internet which might be a barrier to FRMP students. Accessing reliable transportation to attend appointments and access to mental health services might also be difficult for this student group. Space has limited the LEA’s attempts to increase Direct Instruction options. Our blended learning model gives access to Direct Instruction, Independent Study Curriculum, and online curriculum through Edmentum offered charter-wide. All Core subjects are A-G and meet NCAA. 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 curriculum through Exact Path and Achieve 3000. In addition, iLit, an ELD program, comprehensively supports comprehension and literacy gains for English Learners which is addressed in LCAP Goal 1, Actions 1, 2, & 3. LCAP Goal 3, Metric 4, Action 3, focuses on students receiving support and instruction focused on social-emotional development in order to increase graduation rates and better prepare students for 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 OFL - WSH 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 2021-2022 school year we were able to expand on some existing programs and implement some new interventions and resources.  OFL - WSH was able to expand its use of CTE pathways and include a higher percentage of the interested student population by offering the class virtually and not relying on space to accommodate this program. We will continue to expand into other pathways as we determine student interest or need.  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.  The school is offering Hotspots to students who have an issue with internet accessibility.  The school is also providing Taps cards to students who do not have access or can not afford transportation to school.  The school has mental health workshops and groups offered both semesters."	Met		6/21/2022	2022
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 (CASAS and NWEA/MAP) to identify the students' academic levels in math and English language Arts; 2. the school uses the transcript of each student to determine grade level however, grade levels for special education students are marked on their IEP and the school has to use those grade level as the official grade; 3. the curriculum is accessible via paper copies, PDF files, and on-line; 4. Each student completes a master agreement which identifies all the courses the student needs to take in order to graduate, frequency of when they will meet their teachers/para educators, and the instructional model that they prefer. 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 on-line curriculum, access to internship and job readiness training through the schools partnership with workforce agencies, 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 Rehab"	"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 a significant percentage of the students served labeled as low income and are seeking employment or are essential workers. Based on the assessment scores on the CASAS 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, students 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 participate in a formal curriculum adoption process. As well, the school is still using on-line curriculum and printed curriculum so that students can study outside of the school setting. The school will continue to provide designated tutoring labs for math and English.  The school has developed a comprehensive plan that included training for all staff to better provide integrated and designated English development. 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"	Not Met		7/1/2022	2022
19644690139535	"Options For Youth - Duarte, Inc"	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"OFY - Duarte 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, an  ELD reading intervention program, is used at several sites throughout the charter and comprehensively supports comprehension and literacy gains for English Learners. Sites not using iLit use Achieve3000 and SDAIE strategies through individualized appointments with EL Specialists to complete core ELA classes."	"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, although this has decreased as the charter has invested in tech education and hotspots distribution. 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, Career Technical Education (CTE) courses, or experiential learning opportunities, which may require additional attendance days or are offered at a secondary 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."	"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 for unduplicated students and students with disabilities, 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: SWD Individualized Support Goal 1 Action 2: FRMP, FY, and HY Individualized Support, Instruction, and Interventions Goal 1 Action 3: EL Instruction, Support, and Language Acquisition Programs Goal 1, Action 4: Foster Youth and Homeless Youth Instructional and Postsecondary Planning Goal 2, Action 4: 21st Century Skills and Technology Education Goal 3, Action 2: Workforce Exploration and Career Focused Opportunities Goal 3, Action 3: Postsecondary and College Focused Opportunities Goal 4, Action 1: Parental Involvement & Educational Partner Engagement Goal 4, Action 3 Social Emotional Learning  These actions are designed to provide unduplicated 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."	Met		6/21/2022	2022
19752911996016	Options for Youth San Gabriel	7	"Students are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors and Teachers track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"All OFY - SG 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, an  ELD reading intervention program, is used throughout the charter and comprehensively supports comprehension and literacy gains for English Learners."	"Barriers can be noted for digital curriculum requires the internet which might be a barrier to FRMP, Foster and Homeless students. Accessing reliable transportation to attend appointments and access to mental health services might also be difficult for this student group. An increased barrier that we have experienced this year is social-emotional stressors such as anxiety, depression and fear to return to in-person learning. As a result the following resources and actions have been added to our LCAP to ensure that all staff are focused on closing this barrier and helping to ensure all students have access to digital curriculum.   LCAP Goals: Goal 2, Action 2: Intervention Services and Benchmark Assessments Goal 2, Action 3: Targeted Specialized Instructional Support Goal 2, Action 4:21st Century Resources"	"In order to ensure access to a broad course of study for all students, we have implemented a required school counselor meeting for all new students, but specifically mandatory for Foster Youth and Homeless. Through these meetings there is intentional planning and addressing resources needed, such as providing bus passes, hotspots and health community resources. To address the social-emotional needs, we have increased student workshops, school counselor appointments and Intervention meetings to create student support plans.   All of these actions help to create support and resources to students to remove barriers to access to a broad course of study.   LCAP Goal 2 Action 4: 21st Century Resources LCAP Goal 1 Action 4:Homeless & Foster Youth Services LCAP Goal 4 Action 2:Social Emotional Development, Learning and Resources"	Met		6/24/2022	2022
19753090136648	Options for Youth-Acton	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialists and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. EL Specialists also develop and discuss an Academic Learning Plan with EL students to determine proper instructional modalities and support that reflect their abilities and path towards their goals. All students also take a diagnostic assessment, three times per year to determine appropriate course placement. Students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning."	"All OFY-Acton students have access to a broad course of study and planning guides are used to determine courses necessary for graduation requirements. Our blended learning model gives access to Direct Instruction(DI), Independent Study, and online curriculum offered charter-wide. DI courses that are offered to students can differ at every school, but students are welcomed to travel to different sites 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. Students requiring differentiated instruction to support their learning needs have access to Response To Intervention (RTI) curriculum through Exact Path, and Achieve 3000 courses. iLit, an  ELD reading intervention program, is used throughout the charter and supports comprehension and literacy gains for EL students.To address the charter goals for career readiness, teachers can reference a course resource that identifies courses that align with our school’s Career Paths, allowing teachers to assign courses that meet each student’s career interests. CTE courses are also offered virtually, allowing students in each school site to participate in a cohort. Each school site also exposes students to dual enrollment opportunities with local community colleges in an effort to give students the opportunity to experience and get credit for college classes while also fulfilling high school credit requirements."	"One barrier specific to Direct Instruction access is the need to consider each student’s availability and transportation challenges when creating a schedule outside of their independent study appointment times, as well as any SPED or EL appointments. Although we provide bus passes, oftentimes, many students are unable to take advantage, based on time spent traveling for school or parent comfort level with public transportation. Also, based on each site's staffing and available classroom space, some courses may not be made available."	"In 2021-2022, we piloted the Exact Path program as a means of intervention and supplemental support in Math and Reading. Using Ren Star data and teacher recommendations, OFY Acton can and will expand on its use for building foundational skills to support any student.  The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved, meet NCAA guidelines, and 96% contain SDAIE strategies. An Engineering class, “Engineer Your World,” will be introduced as a new Science course in the Fall, developed through the University of Texas, Austin."	Met		6/24/2022	2022
36678760120568	Options for Youth-San Bernardino	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"All OFY-SB students have equal 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 all students equal 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, an  ELD reading intervention program, is used throughout the charter and comprehensively supports comprehension and literacy gains for English Learners. In the 2021-2022 school year, Career Technical Education (CTE) courses are offered to all students virtually. CTE courses in Nursing and Construction are offered and the number of classes are determined by the number of students willing to take the course."	"Barriers preventing the LEA from providing access to a Broad Course of Study include students receiving additional services or enrolled in special education and/or EL programs may have to forgo needed direct instruction courses to receive an intervention appointment or service minutes. Creative strategies such as night school classes, or Saturday classes need to be explored to ensure that all students have access to a broad course of study while still benefiting from intervention programs.  Another barrier is staffing and retention for high need positions such as EL Teachers and Special Education teachers. Our school spends long periods of time recruiting for these positions. This causes current EL and Special education staff to be spread thin and prevents high need students from receiving a high level of academic support."	"In alignment with the LCAP Goal 1 Action #4, the LEA will examine the compensation package for all staff including the high need positions of EL Teacher and Special education teacher to help with recruiting efforts. This will ensure we are adequately staffed to support our EL and special education populations.   The school will continue to give all students access to online curriculum by providing students with chromebooks and hotspots to be used at home for students that do not have access to a computer and internet."	Met		6/24/2022	2022
34674473430691	Options for Youth-San Juan	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"All OFY- SJ students have access to a broad course of study with no identified differences across school sites and student groups, 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 curriculum. Direct instruction is offered at every school site and varies across the charter.  SGI classes are taught virtually and in person so students across the charter can participate if their school site does not have the course (LCAP Goal 2/Action 4). 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, an  ELD reading intervention program, is used throughout the charter and comprehensively supports comprehension and literacy gains for English Learners."	"To ensure all students have access to broad course of study, OFY SJ solicits feedback through surveys, achievement chats, conversations with educational partners, and staff meetings to ensure any barriers to access to broad course of study are addressed. For example, technology is needed to provide students access to online curriculum.  OFY-SJ provided hot spots and chromebooks for students to use at home.  Once a student enrolls, Counselors examine their transcripts and place the students in courses with the assistance of their independent study teacher to place students in appropriately assigned courses based on their needs.  Continuing students discuss their academic plan for the semester at achievement chats to get them closer to high school graduation. Some of the barriers preventing the LEA from providing access to broad course of study are shortage of teachers and tutors to support students through their curriculum. To address barriers expressed in surveys and discussions with educational partners, we have added in actions to implement technology support (LCAP Goal 2 Action 3), extended tutoring (LCAP Goal 2 Action 5), professional development for staff (LCAP goal 2  Action 6), mental health workshops (LCAP Goal 4 Action 4), and increasing student engagement opportunities focused around social emotional learning and college and career.  All of these actions help to create support and resources to students to remove barriers to access to a broad course of study."	"The 2021-2022 school year was a transition year for returning back to on site instruction from virtual.  Returning to in person appointments brought in a new area of focus for our school with increased mental health support and college and career support and additional barriers to getting to school. OFY-SJ is committed to implementing workshops and resources to support students with their individual needs in order to access their broad course of study. Through our PLC’s, Educational Partner Liaison, and extended tutoring or night school, students will get the support they need to increase their outcomes.  Additionally, students have access to intervention curriculum (iLit, Exact Path, and Achieve 3000)to close the achievement gap for students testing at the urgent intervention level."	Met		6/17/2022	2022
36679343630670	Options for Youth-Victorville Charter	7	"Students have access to the school’s program and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Students participate in a rigorous standards-based curriculum that supports the achievement of the academic standards, college-and-career readiness standards, and the schoolwide outcomes. Upon enrollment EL and SWD’s are identified and services are provided to ensure they have the support needed. The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment, three times per year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed. Students interact with content using multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS alignment for the independent study designed curriculum. As of 2021-22 all English & Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 55 core courses and 75 elective courses. 94% of the offered courses are UC A-G approved & 96% contain SDAIE strategies."	"All OFY-VV 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. School Counselors also evaluate all student transcript to ensure students are give appropriate classes .  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. iLit, an  ELD reading intervention program, is used throughout the charter and comprehensively supports comprehension and literacy gains for English Learners.Students have access to Math and English tutors. AP Language and Ap Literature classes have been added to support college bound students and any student interested in taking these classes."	"Barriers preventing access to a broad course of study are the effects of Covid and the switch to virtual learning that all students experienced. We have many more students suffering from depression, anxiety and physical illnesses that are preventing them from attending school on a regular basis and are also preventing them from completing their school work. Transportation is also a barrier for some students. This year we implemented free bus passes for all students to help address this need. With the ongoing Covid related crisis that some families are still dealing with, some parents are reluctant to allow their students on public transportation. If students can not get to school on a regular basis it makes it difficult for them to attend small group instruction classes."	"To address the barriers, gaps in foundational skills, identified as preventing students from accessing OFY Victor Valley broad course of study, educational partners have identified the need for school personnel to participate in professional development opportunities to better equip them in their specific field and support overall student academic progress, instruction and social emotional learning.  In the 2021-2022 school year OFY- Victor Valley is  adding support in the form of English tutoring and RTI courses to support students in their academic growth and ability to complete basic course requirements. Students are now fully back on campus and our SGI classes are available hybrid to ensure students that must quarantine still have access to the classes. Students have more individual time with their teachers to help fill the gaps and mitigate the impact of Covid on their social emotional health. We have hired Career Pathways Coordinators for each school site, to assist students in identifying their strengths and possible post secondary options. OFY- Victor Valley, in conjunction with our STAR Renaissance testing program, has implemented the use of Exact Path Reading and Exact Path Math to address the reading and math skill gap identified during the Star Renaissance testing. These classes help students address the Reading and Math deficiencies to assist them in their math courses as well as their other core courses."	Met		6/24/2022	2022
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 the Chromebook checkout system (K-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 technical 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 technical 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 the 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 a certain subject matter. Every class is self-contained from K-8th grades so our multiple subjects 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 an increased academic achievement for all 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."	Met		6/29/2022	2022
30103060134056	Orange County Academy of Sciences and Arts	7	Implementation of the Understanding by Design (UBD) curriculum design process.  PLC minutes reflect the implementation of research based frameworks including UBD.	"All students have access to a broad course of study at OCASA.  These courses include ELA, Mathematics, Science, Social Science through the Inquiry ARC process.  All instruction is aligned with California state standards and curriculum/instruction supports these standards.  This is evidenced by our agendas and minutes."	There are not any barriers to a broad course of study	"We will be implementing a curriculum mapping software (EduPlanet21) to map the enacted curriculum, run reports for alignment and track alignment among curriculum, instruction and assessment."	Met		6/28/2022	2022
30103060139964	Orange County Classical Academy	7	"To track the extent to which all students have access to, and are enrolled in a broad course of studies, we will have a Multi-tiered System of Support data spreadsheet. This spreadsheet tracks the progress of students in all of their courses of studies, and also tracks student progress in areas of reading fluency, reading comprehension through our internal benchmark, mathematics fluency and benchmark, attendance, and discipline records. Through this, we are also able to track the progress of our English learners and Special Education students, identify where supports are necessary, and provide those supports."	"All students in every grade level will have access to literacy, literature, grammar, writing, mathematics, science, history, geography, physical education, music, and art. Beginning in the 2nd grade, all students begin learning cursive writing. Beginning in 3rd grade, all students receive additional instruction based on the Common Core State Standards, which may not be included in the Classical standards, and also begin receiving instruction in foundation technology learning (for example, typing). Finally, beginning in the 4th grade, all students begin taking Latin class.  In addition to having access to these courses, English Learners are supported throughout the day as integrated ELD strategies are used during lessons, and they also receive designated ELD support. For students in Special Education, there are push-in services by the Education Specialist and other SPED Instructional Assistants, as well as pull-out services based on the students’ specific accommodation needs. One-on-one behavioral specialists contracted from outside of the school are also provided to students who require the support so they have full access to the course of studies offered at OCCA.  Further, through our Expanded Learning Opportunities Program, families are invited to enroll their students in additional hours dedicated to expanded learning to supplement programming provided in traditional instructional hours."	Intervention will be employed through our Study Hall and After School Hours Intervention Club with additional support from Instructional Assistants.	"Our lead administrators, Education Specialist, School Psychologist, and Business Manager will meet regularly to review to ensure that we are providing accommodating supports for all students, while focusing on the needs of new students joining in the middle of the school year."	Not Met		7/14/2022	2022
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. CTE classes are offered through a variety of approaches, such as online classes, hands-on learning experiences, certification courses and work-based learning programs. In 2021- 2022, one CTE pathway was established: Building and Construction pathway at the Orange County Juvenile Hall. Exploring CTE Labs through Paxton Patterson were implemented at three community school sites and one court school. All CTE courses offered are assigned to CTE credentialed teachers. Students have the opportunity to earn four industry certificates: ServSafe, iCEV Express Employment Professionals Career Preparedness Certification, iCEV Southwest Airlines Professional Communications Certification, and iCEV Center for Financial Responsibility Personal Financial Literacy Certificate, and can participate in work-based learning experiences through OCDE internship and mentorship programs. All students may take online CTE courses in various in-demand industry sectors through eDynamics or Edgenuity and have the opportunity to participate in a cybersecurity training program called CyberForward.  The Orange County Special Education school has also developed an Agriculture and Natural Resources pathway designed to meet the needs of students with disabilities."	"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 the process to relocate and, in many cases, consolidating 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 therefore 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."	Met		6/1/2022	2022
30103060134841	Orange County Workforce Innovation High	7	"Using the school Student Information System (SIS) to collect course completion data, we tracked the  participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs  students and students by grade level for 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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."	"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."	Met		6/7/2022	2022
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 common 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, ELA, social emotional learning, equitable access for all, cultural relevancy, counselor best practices, and more."	"OUSD ensures that all students are engaged in rigorous, relevant learning that prepares them for post-secondary success.  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 in OUSD: increase in the number of students classified Career Technical Education (CTE) Pathway Completers from 427 in 2016-2017 to 759 in 2020-21, access to new CTE pathways, 5968 students enrolled in a CTE pathway course in 2021-2022, 454 students participating in an Internship, Early College Academy at Orange High School, AVID districtwide, variety of AP and dual enrollment 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 by increased co-taught sections and support for these courses.  We are implementing common assessments in ELA and Math to target students specific needs.  Teachers receive 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 the standards.  This is especially important for our EL and students with exceptional needs. Another challenge facing us 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. OUSD has been offering trainings on non-work days and after work hours as well as providing in class coaching."	"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.  Teachers work collaboratively to create common assessments.  Then they utilize a protocol to reflect on their data.  After that, based on their data they collaboratively planned to integrate necessary scaffolds to increase students' ability to achieve grade level standards.  Teachers meet in teams 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."	Met		6/2/2022	2022
43696330000000	Orchard Elementary	7	"Orchard is working on providing more opportunities for students to receive computer science, SEL curriculum, and multiple electives for middle school students.  Currently, only offer one pathway for a small number of 8th graders. Our intention is to grow the total number of students in middle school, as well as provide access in our elementary school."	"6th-grade students will have two elective tracks, one being music and the other an exploratory wheel. The exploratory wheel will include Design thinking and some coding work, SEL lessons, and music.  The 7th and 8th graders will be able to choose a year-long course"	"The biggest barriers are staffing, fiscal, and master schedule."	The district is seeking grants and partners to support the initiative.	Met		6/9/2022	2022
49709614930319	Orchard View	7	"OVS is a TK-12 Independent Study Charter School that uses multiple measures to track that all students have access to and are enrolled in a broad course of study. All coursework is aligned to the California State Standards. Students in grades 9-12 have access to a full course of study that meets the UC and CSU requirements. The Supervising Teachers, the College and Career Counselor, and the principal use multiple measures depending on grade level to track that all students are being served including but not limited to: Standards Aligned Report Cards, Transcripts, CAASSP Data, Star Renaissance, Master Agreements, Writing Rubrics, approved a-g classes, and schedules. Access for students with special needs is monitored by multiple progress reports delivered through the student's IEP."	"All students have access to a broad course of study. The school's independent study model provides students with flexibility and choice in how they receive instruction. Dual enrollment at the community college allows students access to advanced course work and CTE classes and expands the scope of what a small school can provide. Through the WASC continual improvement model, OVS works collaboratively with the school community to identify resources, develop onsite classes and find community opportunities to enhance the independent study model."	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.	Met		6/24/2022	2022
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."	"Our method of assessing access to a broad course of study is to examine access to concurrent enrollment courses at Orcutt Academy High School that award community college credit.  For 2021-2022, here are the percentages of unduplicated students at OAHS vis a vis the percentages in the named courses:  Orcutt Academy HS   Schoolwide (563 students):  2.31% English Learners, 13.32% Redesignated English Learners, 7.99% Students with Disabilities, 27.53% Low-income, 0.53% Foster Youth, 0.53% Homeless Youth  PROD 301 concurrent enrollment (133 students):  0.75% English Learners, 16.54% Redesignated English Learners, 0% Students with Disabilities, 24.06% Low-income, 0% Foster Youth, 0.75% Homeless Youth  History 101/102 concurrent enrollment (101 students):  3.96% English Learners, 11.88% Redesignated English Learners, 7.92% Students with Disabilities, 29.70% Low-income, 1.98% Foster Youth, 0% Homeless Youth  History 107/108 concurrent enrollment (185 students):  0% English Learners, 11.89% Redesignated English Learners, 1.08% Students with Disabilities, 24.86% Low-income, 2.16% Foster Youth, 0% Homeless Youth  Early Childhood Studies 100/Education 130 concurrent enrollment (59 students):  0% English Learners, 8.47% Redesignated English Learners, 0% Students with Disabilities, 16.94% Low-income, 0% Foster Youth, 0% Homeless Youth"	"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. The Early College Cadre initiative launched for 2022-2023 will help with this, as OAHS prioritized for admission students in underrepresented groups and first generation college students."	"An important goal for giving student access to a broad course of study is to bolster 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. The following data shows the extent to which students in underrepresented groups were enrolled in the course:  AP Computer Science Principles CTE (47 students):  0% English Learners, 19.14% Redesignated English Learners, 2.12% Students with Disabilities, 23.40% Low-income, 0% Foster Youth, 0% Homeless Youth  For 2022-2023, OAHS has added a Cybersecurity course to complete the pathway. This course features CodeHS curriculum, and students who complete the yearlong offering will earn an industry-valid certificate."	Not Met		9/14/2022	2022
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."	"Our district’s method of assessing access to a broad course of study is to examine access to our highest math course in junior high school, Algebra 1.   For 2021-2022, here are the percentages of unduplicated students schoolwide vis a vis the percentages in Algebra 1 at each junior high school:  Lakeview JHS  Schoolwide (477 students):  7.55% English Learners, 16.56% Redesignated English Learners, 9.64% Students with Disabilities, 40.88% Low-income, 1.47% Foster Youth, 3.35% Homeless Youth  Algebra 1 (27 students):  0% English Learners, 3.70% Redesignated English Learners, 0% Students with Disabilities, 11.11% Low-income, 0% Foster Youth, 0% Homeless Youth  Orcutt JHS  Schoolwide (487 students):  3.90% English Learners, 9.45% Redesignated English Learners, 14.58% Students with Disabilities, 32.24% Low-income, 1.23% Foster Youth, 1.23% Homeless Youth  Algebra 1 (31 students):  0% English Learners, 0% Redesignated English Learners, 3.22% Students with Disabilities, 12.90% Low-income, 0% Foster Youth, 0% Homeless Youth"	"Participation in Algebra 1 is based on student math achievement on state CAASPP testing and the district’s Northwest Evaluation Association (NWEA) testing. To provide more unduplicated students access to this higher level math course, the district simply will need to increase math achievement among students overall and especially among unduplicated students.   The district has seen a decline in student math achievement during the COVID-19 era. Many students fell behind in math during periods of distance learning and still have gaps in their math proficiency. Math has emerged as the district’s focus area for instruction for all students and certainly for unduplicated students."	"Another barrier lies in the course options themselves. More diverse options will broaden the course of study for all students in junior high school. The district has utilized K-12 Strong Workforce Program funding to upgrade a seventh- and eighth-grade STEAM elective at Lakeview and Orcutt junior high schools to include the Project Lead the Way module in Design and Modeling, which has students applying the design process to creatively solve problems. As possible, the district would like to expand its use of Project Lead the Way to include other modules, and the district would like to incorporate Olga Reed School in PLTW as well."	Not Met		9/14/2022	2022
12629680000000	Orick Elementary	7	"Orick School District uses staff surveys, staff collaboration, LCAP goals and actions to ensure all students, including students with disabilities, have access to the full array of subjects identified in Ed. Code  appropriate for their grade."	"The process of adopting new materials has begun, with English Language arts and Mathematics in the beginning implementation phase, Science in an exploratory phase, History, World Language Visual and Performing Arts and P.E  in full implementation phas"	"There are no barriers, the challenge is a small school with two classrooms - a TK-4th grade and a 5-8th grade and allowing for a continuum so students access the course of study in a meaningful way with a wide range of skills and ability in one room."	The district supports the use of Open Educational Resources and creates and supports professional learning for staff in best practices for multi-graded classrooms.	Met		6/16/2022	2022
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, Aeries, and other reports regarding the schedules of Special Education, EL, Foster Youth, and Homeless students. District has additionally engaged with community at all sites including parents club members, teachers, principals, and others to collect more information on the course offerings and students access."	"Annual review of data to determine student access to the broad course of study has demonstrate that OUSD students access the curriculum and wide scope of courses at high levels. 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 51% of OIS 6th-8th graders are enrolled in accelerated math programs. 40% of students were in a Foreign language class.  98% of middle school students are enrolled in at least one elective, and 98% 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."	"OUSD staff has been reviewing enrollment and access to a broad course of study on annual bases. Staff is committed to providing intervention programming for students who need support to access the curriculum and courses, as well as examining acceleration and supports to those who are ready to be accelerated.   Starting with the 2022-23 school year, middle school has implemented an Academy period (embedded intervention) twice a week to provide students options in getting additional support and intervention to master the curriculum. Staff is currently implementing professional learning communities and a new bell schedule with an intent to develop a more robust systems to support students who require more intensive, Tier II interventions. The mentioned intervention systems include students who struggle and require specific targeted academic or behavioral support."	"Below is a brief list of some of the significant actions and decisions that ensure a broad course of study: 1. Maintain or increase the staffing of Literacy Specialists to ensure all sites can be served equitably 2. Parent option for enrollment in accelerated math classes at Middle School 3. Access for 6th-grade students in foreign language class; 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"	Met		6/13/2022	2022
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 support 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."	Met		6/22/2022	2022
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"	Met		6/15/2022	2022
04615070000000	Oroville City Elementary	7	OCESD reviewed the master schedules and  class rosters to evaluate broad course of study.	Students in our 7th and 8th grade are offered an elective at both of our schools.  We have 100% participation in the elective course at both school sites.   Our schools differ in the electives offered.  The Studios at Central offer a Visual and Performing Arts(VAPA) program of electives.  At Ishi they offer an academic elective based on the four core subjects.  Band is a optional before/after  school program that is offered 0 period.  Student's choosing to take band get two electives.	Ishi has a limited option for their electives due to the strict credentialing rules for electives.  Teacher mostly have a credential to teacher their core subject so electives must be limited.  The Studios at Central teachers have multiple credentials which  allow a core teacher to also teach a VAPA course.   Band is limited to student's whose parents can get them to school early.  This limits bus students access to the program.	Explore options in the master schedule for band to be more accessible.	Met		6/29/2022	2022
04615150000000	Oroville Union High	7	"For the 2021-2022 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 2022-2023 school year. Funding for these offerings comes from the LCAP, the Extended Learning Opportunities Grant, and the A-G Completion Improvement Plan."	"OUHSD reviews and uses California School Dashboard Indicators to inform educational practice. Using 20-21 data, OUHSD had the following graduation rates: 83.5% All, 68.1% SWD, and 76.9% EL's. OUHSD needs to improve graduation rates for all students, especially students with disabilities. The Foster Youth number was too low to calculate due to the size of the group. 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 20-21data, OUHSD had the following percentages of students deemed ""prepared:"" All 21.0% ,SWD 0%, EL 3.1%, African American 1.5%, American Indian 5.3%, Asian 25.2%, Hispanic 16.8%,White 48.1%, SED 72.5% , and Homeless 6.9%. 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 requiring 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."	Met		6/22/2022	2022
54720250000000	Outside Creek Elementary	7	"Outside Creek focuses on providing a broad course of study to all students. All students are provided with at least one experiential learning opportunity off-campus. Outside Creek provides music and drama opportunities to all students. Furthermore, the school provides a school garden in which children learn plant biology, environmental impacts, and nutrition."	"Outside Creek focuses on providing a broad course of study to all students. All students are provided with at least one experiential learning opportunity off-campus. Outside Creek provides music and drama opportunities to all students. Furthermore, the school provides a school garden in which children learn plant biology, environmental impacts, and nutrition."	"Outside Creek focuses on providing a broad course of study to all students. All students are provided with at least one experiential learning opportunity off-campus. Outside Creek provides music and drama opportunities to all students. Furthermore, the school provides a school garden in which children learn plant biology, environmental impacts, and nutrition.  The barriers to preventing access to a broader course of study is the campus size which limits the opportunities to have a STEM building. The other barrier to a broad course of study would be whether there are enough resources such as funding and staff to teach the courses."	Outside Creek decided to continue to provide all students with at least one off-campus experiential learning opportunity each year.  The school decided to expand the after-school enrichment programs to all grades 1st-8th.	Not Met		9/1/2022	2022
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. Additionally, the counselor and the Resource Specialist Teacher regularly meet with high school students to discuss their graduation plans."	"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. This year, we added a CTE teacher who is teaching art classes for students in all grade levels. We utilize the local community college as well as Apex online learning to supplement the body of coursework available to our students."	"Limited staffing has previously been a barrier that prevented the LEA from providing access to a broad course of study for all students, and our small student body at times is a barrier to offering certain courses."	"The LEA has implemented the following in order to ensure access to a broad course of study for all students: -hiring of a CTE 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"	Met		6/8/2022	2022
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, English Language Arts, 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 disabilities and English Learners are provided instruction through a full inclusion model."	"Teachers continue to receive additional professional development opportunities in differentiation and the use of multiple intelligences, and both continue to be foci 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 continue to be provided to all students in grades K-5, and a STEAM elective will be available on the elective wheel for grades 6-8."	Met		6/23/2022	2022
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, English Language Arts, 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 disabilities and English Learners are provided instruction through a full inclusion model."	"Teachers continue to receive additional professional development opportunities in differentiation and the use of multiple intelligences, and both continue to be foci 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 continue to be provided to all students in grades K-5, and a STEAM elective will be available on the elective wheel for grades 6-8."	Met		6/23/2022	2022
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, the Ed Services department provides schools with a content allocation plan for all the biliteracy schools to ensure all schools have built correct courses into their daily schedules.  School principals request and collect schedules for all teachers and monitor the 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 Assignments in the areas of  Science, Math, Biliteracy, Instructional Technology, Social Studies, 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. Within the biliteracy program,  instructional units have been developed that address literacy standards as well as Science and Social Studies.  The district has a STEAM strand focus at many schools 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 enrichment opportunities in science,  music, and the arts after school."	"The only identified barrier is for students who require ELD but also require an elective.  Our middle schools implemented an AVID Excel program that has been formatted with the ELD standards so that Long-Term EL have both ELD and an Elective.  The district is exploring the possibility of offering zero periods 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.   Additionally, the district provides enrichment opportunities after school and during the summer to expand student learning."	"The Oxnard School District continues to work with partner agencies 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 a broad course of study but also to settings with heterogeneous groupings. At the middle schools, OSD has expanded AVID Excel opportunities and moved 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. The district will continue to strengthen its Dual Language programs as the programs expand in grades and thereby increase the opportunity for more students to participate.  Students in the biliteracy program have the opportunity to take the AP Spanish test in 8th grade in order to expand their opportunities for classes when they transition to high school."	Met		6/22/2022	2022
56725460000000	Oxnard Union High	7	"All school sites, within the Oxnard Union, utilize Synergy, the District’s student information system, and Cardonex, a powerful master schedule building platform, to ensure all students are enrolled in a broad course of study. Special programs counselors, academic counselors, and case managers regularly progress monitor the graduation progress of all students, including unduplicated students and students with exceptional needs,  to ensure all students have access to a broad course of study. The Instructional Support Services and CTE Departments annually update the district’s master course list, in conjunction with the District Curriculum Committee, to ensure students have access to the most up-to-date course menu aligned to UCOP’s A-G course requirements, CA ED Code 51220, and the Oxnard Union High School District’s graduation requirements outlined in Board Policy 6146.1. The Oxnard Union High School District continually 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."	"Oxnard Union's adopted graduation requirements, including the the option of taking a VAPA or CTE course completion as a graduation requirement, aligns with UCOP’s UC/CSU A-G requirements and CA ED Codes 51220 and 51225.3, adhering to both the broad course of study and CA minimum graduation requirements. An in-depth review of student enrollment, including unduplicated students and students with exceptional needs, in all core courses including physical education, VAPA, CTE, World Language, and additional electives, revealed no marked differences within all student groups and across all school sites. A slight difference in CTE course enrollment of English Learners and students with exceptional needs was noted at schools on a semester schedule. Oxnard Union High School District has seventy-two pathways across ten schools, including alternative high schools. Students can use an intra-district transfer if their home school does not offer their choice of the CTE pathway. All CTE courses utilize WBL activities ranging from guest speakers to internships. CTE programs are designed to match local community college career programs and include articulation agreements. With the addition of Oxnard Online’s credit recovery platform, as well as quarter and trimester schedules, unduplicated and students with exceptional needs increased access to academic intervention and remediation courses in addition to the District’s broad course of study."	"With increased State and Federal funding that directly support the development and implementation of the District’s curricular program, the Oxnard Union has identified no barriers that prevent the LEA from providing a broad course of study for all students."	"Key staffing and resource allocations changes were put into place, such as the addition of a School Intervention Counselor, to provide academic support to at-promise students, LIT Coaches, to provide pedagogical and assessment methodology coaching 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. An updated SDC science scope and sequence was also developed, implemented, and supported by the District’s Science Instructional Specialist, to ensure all students with exceptional needs have access to the newly adopted District’s science three-course model."	Not Met		10/12/2022	2022
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 the percent of: • English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI) • The percent of ELs who reclassify, the percent of students who score At Prepared on College Career Indicator (Dashboard) • The percent of parents/guardians of ELs, those in foster care, and those living in low socio-economic conditions (priority groups) who meet with a counselor or coordinator once per school year to discuss academic progress • The percent of English Language Development (ELD) teachers who participate in research-based professional learning"	"We are a single-school charter school. Per our LCAP metrics, all students have access to and are enrolled in a broad course of study."	"In the 2021-22 school year, we experienced difficulty finding and hiring qualified career technical education (CTE) teachers.  We continue to fill the positions and work with community colleges to provide students access to CTE classes."	"We continue to work diligently to implement approaches intended to demonstrate college and career readiness on the California School Dashboard. For example, we have been incrementally implementing Career Technical Education (CTE) Pathways, Advanced Placement (AP) courses, A-G approved courses, and opportunities for our students to take college credit courses."	Not Met		9/14/2022	2022
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 individual 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 teachers encourage their students to dual enroll at Cabrillo college in order to take classes that are not offered at PCCS, and to expand their academic experience."	"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."	Not Met		9/26/2022	2022
23655576116669	Pacific Community Charter	7	A-G course requirements and the local indicator tools are used to track the extent to which a broad course of study is offered to all students.	All students have been identified as having access to a broad course of study.	No barriers were identified	PCCS has adopted the use of several online platforms for ensuring a broad course of study for high school students. A local teacher is assigned to help oversee and facilitate any online programs with students.	Met		6/29/2022	2022
09618530930214	Pacific Crest Academy	7	"Pacific Crest Academy is an early college program that 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. While 100% of students have access to graduation requirements, we are seeking ways to increase student completion of pathways and A-G- two major factors in our College and Career Indicators."	"Students are able to take classes on campus here at PCA. If scheduling allows, students 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."	"We currently utilize and are creating a more robust program in which we use our Advisory Weeks to provide grade level lessons on topics ranging from graduation requirements to  college exploration and presentations showcasing the ROP programs offered in our county. Outside of what a student can take here at PCA, our MOU with Folsom Lake College as well as our ability to offer concurrent enrollment ensures access to an even more broad course of study."	Met		6/7/2022	2022
27661340000000	Pacific Grove Unified	7	"The High School will continue expanding its offerings of dual-enrolled classes. PGHS plans to achieve this by continuing its relationship with Monterey Peninsula College and staying up to date with its College and Career Pathways (CCAP) Agreement. Currently, it offers 11 dual enrolled courses through its culinary and photography pathways and computer science pathway. There are plans to add two more dual enrolled courses in 2023-2024 in the social science department. Also, it will expand enrollment of freshmen and sophomores in a pathway with a long-term goal of increasing the amount of CTE completers from 20% to 30% by 2022-23. PGHS also uses A-G completion data to identify students for credit recovery programs that keep them on pace to graduate fulfilling the requirements. Our AVID (advancement via individual determination) program actively seeks out unduplicated students to support them in their effort to fulfill a broad course of study leading to four-year university enrollment."	"Students have access and are enrolled in all required areas of study as monitored through CalPads & Synergy student information system. Students have access and are enrolled in a broad course of study including Health, PE, VAPA, World Languages, CTE, AP, Dual Enrollment, Computers, and other elective offerings as monitored through CalPads and Synergy. The district provides access to Advanced Placement, Dual Enrollment, and CTE pathways, as well as a robust set of elective offerings across the district."	One barrier to our students accessing a broad course of study is receiving the support needed to pass the classes needed to complete the broad course of study. Students from underrepresented groups have disproportionately greater numbers on the school's D/F list. Pacific Grove High School has identified this as a barrier to students accessing a broad course of study.	"PGUSD has begun a Cultural Proficiency 10-Day Certification training where staff and administration from each site identify inequitable situations at their schools and develop action steps to address those issues. At PGHS, they will be addressing the disproportionate number of underrepresented students on the D/F list by examining grading practices. They will do this through studying the book Grading for Equity by Joe Feldman and putting some of the book's practices in place to see if they have a positive effect on the D/F list at their school."	Met		5/19/2022	2022
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 2021-2022, 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.	Not Met		10/25/2022	2022
37103710138016	Pacific Springs Charter	7	"Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when K-8 students enroll, they are placed in the required courses of study. Academy and Homeschool TK-8 students have access to several elective or thematic courses on-site, in addition to all core courses. The homeschool boxed set includes cross-curricular units for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment and ongoing progress monitoring. 8th-grade students have access to high school-level math and language courses."	"Students are identified by a diagnostic assessment as well as formative checks throughout the school year. Students are identified and supported through the MTSS process and assigned intervention(s) as appropriate. Interventions include small group instruction, parent training, and may include learning center courses for homeschooled students. All homeschooled students are provided with a Chromebook, and academy students have access to on-site computers to ensure that all students have complete access to a broad course of study. This includes intervention, remediation, and acceleration supports."	"As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study. The staff has been trained on virtual meeting platforms, effective hybrid instruction, and how to engage families and students with the LMS."	"The LEA has implemented a diagnostic system that identifies student needs and provides appropriate scaffolding for students below grade level. This will ensure that all students have the skills for high school-level courses. In addition, Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards to create an engaging and rigorous program for each student."	Met		6/9/2022	2022
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. Students in grades 7 and 8 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."	Met		6/28/2022	2022
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 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 and support staff to support student learning and participation."	There are no barriers preventing PUSD to provide access to a broad course of study for all students.	"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 the extracurricular activities such as music, art, and gardening."	Met		6/16/2022	2022
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-8 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 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. Charts provided through Dataquest reinforce this summation and can be accessed at: https://dq.cde.ca.gov/dataquest/.  This data will be updated when available."	"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 increased 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."	Not Met		9/28/2022	2022
12755151230150	Pacific View Charter 2.0	7	"Pacific View Charter 2.0’s primary measuring tool used to track access, enrollment, course study, grade spans, student groups, and exceptional needs is a school information system (or SIS) solution called SchoolWise. SchoolWise was created specifically for California schools. SchoolWise contains Complete CALPADS file extracts and support, a 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."	"Pacific View Charter 2.0 has two sites: MARC and HSRC. Currently, both sites utilize SchoolWise, Google Education (G Suite), MMARS, Renaissance Learning, Dataquest through CDE, and CAASPP.org.Both sites utilize SchoolWise as the school information system (SIS). SchoolWise utilizes a digital grade book that all teachers use. This 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 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 is able to set specific targets for individual students, including special populations. CAASPP allows teachers and students access to Interim assessments for state preparation. CAASPP also allows further curriculum development through its 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 APEX school curriculum account."	"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. Previously 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 delivery method 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 can 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 can be accessed with Android and iOS mobile devices and through web portals.  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. These changes allow PVCS graduates to maximize A-G completion and CAASPP preparedness. Future proposed changes at the MARC for 2021-2022 will increase dual enrollment opportunities for 11th and 12th graders at community college and institute a digital A-G foreign language class.  During the 2022 school year, the MARC has executed a robust college/CTE program partnering with the county bringing hydroponics/horticulture and building trades on site. Moreover, the school was awarded a federa grant for the next 5 years to host a trio/upward bound bringing a college of the redwoods academic counselor on site and paying for students to attend college class during the summer with room and board."	Met		6/14/2022	2022
41689320000000	Pacifica	7	"A self reflection survey was sent to randomly selected staff including teachers support staff and administrators. These surveyed staff were representative of all schools; different content areas and grade level bands; and worked with different student groups (EL, SPED, SED, Foster Youth/ homeless. The survey asked staff to give perceptions on access to a broad course of study. Staff was asked to give their perceptions based on observations, staff discussions, progress with regards access, student sample evidence and structures of instruction."	"For the most part, all students are enrolled in a broad course of study. There are a few content areas with in certain grade level bands that have a variety of access based on the differences between schools specifically in the K-5 science content. Also certain groups, specifically Special Education, do not have full access to some content due to barriers within and outside of school. Progress is being made in both of these areas with the adoption process in progress for a new TK-5 Science adoption and efforts being made to move towards inclusive practices for our Special education students specifically our students in special day classes."	"The survey responses identified both barriers to access within school and external to school. Most of the external  barriers had to do with available at home technology and internet access. This was most prevalent with our Socio-economically disadvantaged students but also certain specific technologies for our Special education students. Within school barriers include not accepting Alternate methods to demonstrate skill for full credit for certain Special education students, not having access to tools to scaffold learning for struggling students and inconsistent time allotted for certain subjects for all students."	"New actions to address external barriers include every student having access to a Chromebook for use at home and families with limited or no internet access being issued a hot spot. Also, after school at home access to district adopted educational subscription and support online educational resources for all families.  Actions to address within school barriers, Professional development for teachers in analyzing data and providing interventions that address students need. The move towards more inclusive practices through professional development and restructuring of schedules and instructional practices. The development of and engagement plan is also inclusive of actions that will lead to access for student groups to broad course of study."	Met		6/15/2022	2022
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 recieve any necessary support. Starting with the class of 2023, PVUSD graduation requirements are the UC/CSU A-G requirements. This will ensure that all students, including English Learners and students with special needs enroll, learn and achieve in a rigorous curriculum. Additionally, 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"	Met		6/22/2022	2022
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 determined that all students are enrolled in: ELA/Reading, Science, Math, History/Social Studies, and Physical Education."	"In grades TK-3, students are assigned to self-contained classes. All core subject matter is taught including art, music and physical education. All students participate in physical education rotations taught by a subject matter specialist(s). Students with IEPs receive specialized instruction, but spend the majority of the day mainstreamed in the regular education setting. Enrichment and intervention opportunities are provided within the daily schedule and will also be offered after school in the 2022-2023 school year.  In grades 4-5, students are assigned to self-contained classes in which all core subject matter is taught. Students with IEP receive specialized instruction, but spend the majority of the day mainstreamed in the regular education setting. In addition, enrichment and intervention opportunities are provided for all students within the school day and will also be offered after school in the 2022-2023 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 are enrolled in core academic. In addition, enrichment and intervention opportunities are provided for all students within the school day and will also be offered after school in the 2022-2023 school year. Students have the opportunity to participate in music, art, theater and agriculture during the exploratory period."	The following barriers have been identified as challenges 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 continues to research strategies and funding opportunities that will allow us to expand course offerings to all students. We are continuing to expand both academic support and enrichment opportunities both before and after the regular school day.  We have been able to increase student access to those opportunities by providing additional transportation and by offering high interest clubs based on student interest."	Met		6/29/2022	2022
33670586031991	Palm Desert Charter Middle	7	"Palm Desert Charter Middle School (PDCMS) students each have a Humanities program, which includes English Language Arts and Social Studies. Students also have Mathematics and Science courses that include Health Science. PE and an Elective course round out each student's schedule. Our electives include the 6th Grade Wheel (AVID, Robotics, Drama, Broadcasting), World Language (Spanish), Financial Literacy, 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 Band, Advanced Band, Concert Band, JV Jazz Band, Jazz Band, Marching Band, Color Guard Workshop, JV Color Guard, Advanced Color Guard, California Cadet Corp, Broadcasting, Sports Exploration, Dance, Intermediate Dance, and Advanced Dance. Additionally, we have  Special Day Classes for students with exceptional needs. We also have enrichment core classes such as Compacted Math and Enhanced Math."	"All PDCMS students are enrolled in core classes, PE, and an elective of their choice. Some electives, such as the Advanced Elective courses, have prerequisites to participate in. Placement in core subjects is based on grades, teacher recommendations, and CAASPP scores."	"Based on a review of available courses at PDCMS, we offer a broad course of study for students. The most significant 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 to take an elective course of their choice."	Met		6/15/2022	2022
33671730000000	Palm Springs Unified	7	"PSUSD uses 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 in response to new or refined inquiries, and additional data analysis tools have been added to more effectively monitor student progress in courses.  PSUSD continues to use and refine an internal data tool designed to track student progress towards meeting UC/CSU entrance requirements at the time of high school graduation.  Counselors use the tool to analyze scheduling practices to further promote equitable access to a broad course of study.  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. Educational Services continued to present the Instructional Program Report to the Board of Education each summer 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 2021-22 to ensure access to courses and content during the return to in-person instruction."	"2021-22 featured a return to full-time in-person instruction at all sites, with the option for families to choose virtual options as desired.  Elementary students participated in multiple subject classrooms and attended class time with credentialed PE and Music teachers.  Courses continue to be offered in all required content areas in the middle school and high school settings.  Access to credit recovery and intervention services continued to be a priority in 2021-22, as many students needed support with closing learning gaps or skill development while accessing courses in their grade level content.  Technology continued to be a significant part of ensuring access to content, as students used online tools both in class and at home throughout the year.  Technology distribution and repair occurred at school sites.  Students were provided Chromebooks and wireless internet access as needed to ensure access to courses, particularly critical for those opting for virtual learning options.   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."	"2021-22 presented continuing pandemic-related challenges.  Chronic absenteeism rates continued to report significantly higher than pre-pandemic levels, with all student groups reporting higher rates.  Health exclusions due to positive tests or exposure created additional access issues to course work.  Absenteeism rates were high for students in independent study, indicating that attendance was a barrier across multiple settings. Student social-emotional stressors, mental health needs, and intervention needs stemming from the pandemic have presented new challenges in the return to in-person instruction.  Additional mental health services were implemented to provide students with needed support for completing course requirements, however needs continue for many students.  Academic interventions were implemented in order to provide students with timely and targeted support in developing skills, understanding content, and closing learning gaps that persist following pandemic-related distance learning.  Inclusive practices, multi-tiered systems of support, and credit recovery options have been implemented to increase access while still providing appropriate support in overcoming individualized barriers. Extended learning opportunities were implemented to close learning gaps, accelerate intervention efforts, and provide SEL and mental health supports.  These programmatic offerings were not attended by all students in need, which may have continued impact on student learning needs."	"PSUSD continues to address student needs as part of providing a high-quality education.  The district is refining Multi-Tiered Systems of Support (MTSS) structures to best support students in closing learning gaps and accessing grade level content.  Improving A-G completion rates is supported using reporting tools developed to effectively monitor student access to and completion of A-G coursework. Current actions targeting improvement in A-G completion rates will be supplemented by the new A-G Completion Improvement Grant plan.  English Learner (EL) students are provided with tiers of support to access course content and develop linguistic skills in English. The “Mission Graduate” program was expanded in 2021-22, supporting students in completing high school graduation requirements. STEAM teachers are being added in 2022-23 to elementary schools, providing additional access to technical content in these areas.  Districtwide attendance initiatives, including home visits and community liaison contacts, were implemented to address increasing chronic absenteeism.  Social-emotional learning and mental health supports are in place to provide individualized assistance in meeting student needs and connecting them with their classes.  The Family Engagement Center continues to provide 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."	Met		6/28/2022	2022
19648570000000	Palmdale Elementary	7	"Palmdale School District (PSD) uses the CDE’s data quest report of  1) Number of Classes by Subject and  2) Enrollment in Courses Taught    PSD reviews the curriculum/ text books provided to students in the general population which includes K-8 grades, unduplicated student groups and Individuals with exceptional needs. (via Williams audit)  PSD uses their Student Information System to review class schedules and runs reports based on grade spans, unduplicated student groups and students with exceptional needs.   For middle schools, the Magnet Schools Assistance Program (MSAP) accountability model provides additional data tables regarding student access/ enrollment in a broad course of study."	"For the 21-22  school year, all PSD students had access to a broad course of study as defined by the California Education Code in the content areas of Language Arts, Mathematics, Social Sciences, Science, Physical Education and Visual and Performing Arts. Students in grades 6 – 8 had the option of choosing a variety of electives which follow their pathways. Sites may differ in these offerings based on their pathway focus. Pathways include: Law & Government, Space & Aeronautics, Fine Arts, Science & Technology, Engineering & Design and Medical, Health & Technology.  Students may enter a lottery to receive the opportunity to attend the middle school with their chosen pathway of study. At one of our K-8 schools, students participate in the International Baccalaureate Program. PSD had Dual Immersion programs at 6 sites  in 21-22 where students are learning content in English and Spanish.   Palmdale School District has a dynamic strategic plan, The Palmdale PROMISE, which has the vision of “…Every Student Leaves Ready for Success in High School and Beyond: College, Career, the Global World” which helps to ensure that all students have access or enrolled in a broad course of study as defined by LCFF Priority 7."	"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 specialized learning time 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"	"-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. Some focus areas in this goal include:       -Learning Support Teachers (LSTs) at all schools to implement and organize targeted interventions for unduplicated students       -District New Teacher Support coaches      -Special Education, Educational Technology and English Learner coaches      -Technology integration plan          -After school programs       -Social Emotional Liaisons to monitor Foster Youth to ensure they are receiving the resources and programs they need      -New Mental Health Department      -PE teachers at all sites to improve access to PE and Health programs.  The Assessment Coordinator continuously monitors local assessments and provides data for teacher collaboration to improve instruction for targeted students.  Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on course offerings, and LCAP strategies and actions to support Priority 7."	Met		6/21/2022	2022
43696410000000	Palo Alto Unified	7	"All students in grades TK-5 receive art, music, and PE in addition to core subjects. In our secondary schools, we use multiple means to track the extent to which all students have access to, and are enrolled in, a broad course of study: Course Catalogs that identify prerequisites, course content and expected workload; The High School Time Management Planning Form to support course registration that balance academic and non-academic pursuits; High School Individualized Four-year Plans to ensure that students fulfill graduation/A-G requirements; and individual planning meetings with the school counselor and college and career advisor. Data is collected and analyzed in Infinite campus (IC); Naviance College and Career Planning Tool; and state reporting tools. Data on graduation rates, AP enrollment, and A-G completion rates are presented to the Board yearly.  Special Education: Access for students with special needs is measured by progress monitoring reports from their IEPs. Special education also uses progress monitoring reports from specialized intervention curriculums used in its programs (Language Live).. Transition plans become legally mandated at 16 years of age and are developed to address the broad course of study for secondary students to address whether or not their secondary experience will culminate in a certificate of completion or a high school diploma."	"PAUSD uses the following to track how all students have access to, and are enrolled in, a broad course of study: 1) The middle and high school course catalog outlines all required additional courses. These courses are available to all students who meet the minimum prerequisite if there is one; 2) All high schools offer courses that meet A-G eligibility and fulfill graduation requirements; 3) All elementary and middle schools offer a broad course of study. Some courses have prerequisites but all required course offering is open without restriction; 4) Students with disabilities, English Learners, and students receiving Tier 2 and 3 intervention have access to a variety of educational and academic options to support learning at the elementary level. Both high schools have adopted open enrollment statements: “A common goal from the PAUSD School Board our high schools is ‘to raise the achievement of historically underrepresented (HUR) students and increase participation and success in rigorous courses at the secondary level, we will assure equity of preparation, access, opportunity, and support from Pre-K to 12th grade.’ AP Potential Data including PSAT results is reviewed annually by Outreach Counselors at both high schools to encourage students who are eligible to enroll in a broad course of study. A review of data has illustrated that the majority of students are enrolled in a broad course of study."	"Barriers preventing PAUSD from providing access to a Broad Course of Study include: 1) The school schedule limits the available time for targeted intervention and services. School teams sometimes struggle to identify an intervention period for special education, English learner, and struggling students without impacting the regular course schedule; and 2) In secondary education, students receiving additional services or enrolled in special education and/or EL programs may have to forgo an elective course to receive an intervention/service period. Creative strategies need to be explored to ensure that all students have access to a broad course of study while still benefiting from intervention programs 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."	Met		6/21/2022	2022
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 K-8 participate with Physical Education standards taught by a credentialed teacher. 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, computer information technologies, 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, and 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.	Met		6/28/2022	2022
54720330000000	Palo Verde Union Elementary	7	"Palo Verde uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class. Based upon review of class enrollments and teacher lesson plans, every student at Palo Verde is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education."	"Based upon review of class enrollments and teacher lesson plans, every student at Palo Verde is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Palo Verde has a full time music teacher. Students grades Pre-school through grade three have bi-weekly music training that affords them time to sing, play instruments, and learn basic music theory.   Students grades four through eight have the opportunity to play an instrument in the school band. Students in grades four and five, who are not part of the band, are part of a teacher led choir, and perform at a fall and spring concert.  Students in grades 6-8 have an elective period and are able to choose Spanish, Science Olympiad, band, Student Leadership, Teacher’s Aide, Chess, Agriculture (Palo Verde has partnered with the Tulare high school district Future Farmers of America organization), and Year Book. All students have access to these electives. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education."	"No barriers preventing Palo Verde from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities."	"Palo Verde continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services."	Met		6/15/2022	2022
19648650000000	Palos Verdes Peninsula Unified	7	1. PVPUSD uses Aeries Analytics to track course enrollment and student demographic data.	2. 100% of students have access to over 30 AP courses and a wide range of electives at the secondary level.	"3. All students have access to a broad course of study, including AP courses and corresponding exams.  Fee waivers are applied for qualified students."	4. PVPUSD uses a waiver process to allow open access to accelerated courses.	Met		6/22/2022	2022
15633620000000	Panama-Buena Vista Union	7	"The Panama-Buena Vista Union School District (PBVUSD) uses its Student Information System (SIS) to help track and monitor schools’ master schedules, course offerings, and course enrollment to ensure all students have access to, and enrollment in, a broad course of study. The monitoring of the SIS allows District and school level administrators to ensure all students are enrolled in courses as required by educational codes. The District also monitors enrollment of unduplicated students and students with exceptional needs to ensure access to and participation in specific programs and services."	"All students in grades 1-6 have access to, and are enrolled in, a broad course of study as defined by California Education Code 51210. All District elementary schools provide the same broad course of study, which includes English, mathematics, social science, science, visual and/or performing arts, health, and physical education. All students in grades 7-8 have access to, and are enrolled in, all core academic subject areas, including English, social science, physical education, science, and mathematics, and have access to non-core academic courses. All junior high school students have access to visual and/or performing arts courses, but the offering of other subject areas such as foreign language, applied arts, and career technical education vary by school site."	"In reviewing the results of student access to and enrollment of a broad course of study, the District determined all students have access to, and are enrolled in, a broad course of study. All students are enrolled in core academic courses in grades 1-8, and students in grades 7-8 have access to additional non-core courses. The types of non-core courses being offered to students vary by site, which can be a barrier in providing uniform access to all courses. This barrier is due to the type of single subject credential(s) held by the employed teaching staff, which limits the courses that they can instruct and the school site can offer."	"The District continues to hire enough staff in order to provide equal access and enrollment in all required subject areas as indicated by California Education Codes. The District also makes all possible attempts at hiring teachers that have multiple subject area authorizations in order to provide additional access to non-core courses at the junior high level, in order to provide students with a wide array of course options. The District will continue to monitor students’ access to, and enrollment in, a broad course of study utilizing its Student Information System (SIS)."	Met		6/14/2022	2022
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 has also adopted a new History/Social Studies Core Curriculum for grades K-8 that is being implemented Fall of 2022.	Met		6/20/2022	2022
04615316112999	Paradise Charter Middle	7	"Tools used to track access to a broad course of study include the priorities and outcomes listed in the PCMS charter. PCMS must report on these priorities and outcomes for renewal. PCMS also uses the Aeries SIS to enroll students and disaggregates course enrollment data annually for Civil Rights submissions to the CDE and local use. Beginning spring 2022, PCMS is asking parents to self-identify for unduplicated student groups and/or students with IEP data to better disaggregate data and identify specific needs."	PCMS cannot offer more than one core course option per grade level. Differentiation occurs in the classroom to meet individual needs. PCMS also provides elective courses to students as the budget allows. PCMS uses data to establish a student priority for selecting electives	"PCMS is a very small school and has the data and the flexibility to accommodate student needs. All students enrolled at PCMS, including those in unduplicated student groups and students with IEPs, have access to as broad of a course of study as can be provided."	State and local data indicate PCMS is meeting the needs of all students. Any perceived or real barriers to meeting student needs are generally connected to a limited budget in which needs are prioritized to best serve the school community within existing budgetary means.	Met		6/28/2022	2022
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.  Other data collections include LCAP Surveys, Publics Forums, and the LCAP Advisory meetings.  This data is shared with stakeholder and is analyzed to figure out to which extent PUSD students have access and succeed in a broad course of study."	Our high schools are focusing on improving College and Career for all.  PUSD is now using Educlimber which allows us to better monitor and track student academic achievement throughout the year.    25% (10.5%) of students were enrolled in a CTE course during the 2020-2021 school year.       14 (3) Students with Disabilities were enrolled       61 (31) students were economically disadvantaged       1 (0) English Learners were enrolled   There were 60 (65) total students enrolled in an AP class in 2021-2022.         10% (31%) of them were Total Free and Reduced students. 6 students (20 students)       30% (17%) of them were Total Free. 18 students (11 students)	"Due to a decrease in enrollment PUSD is no longer able to offer the number of CTE courses available to students.  Currently we are working with Butte College and community partners to identify CTE pathways that will engage students and feed into jobs that support the needs of our community.  At this time we are looking at focusing on three CTE pathways; Health, Ag/Construction, and Engineering.  This will be on top of our current AP classes.      While enrollment has declined a major barrier for our CTE pathways is not only being able to offer enough sections to attract teachers seeking full time, it is also finding qualified teachers.  Requirements for CTE credentials and California teaching credentials eliminate many interested candidates."	"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.   One of the goals in rebuilding our alternative high school across from the high school was to improve access for our continuing ed students to high quality CTE facilities.  While this plan has not been fully implemented throughout CTE course, our continuing ed students have already started accessing facilities at the high school.  Once this plan is fully implemented we will be increasing the number of our students completing CTE courses.    PUSD has also started building relationship with Butte College and Butte County Office of Education in addressing some of the barriers to CTE courses.  Initial steps include identifying the pathways that are engaging to students and lead to employment within the community.  To address the need for qualified teachers we are looking at sharing teachers with both partners and possibly with other district.  This would result in a teacher having a schedule that may have them teaching at the community college on Monday and Wednesday and at Paradise High School on Tuesday and Thursday."	Met		6/21/2022	2022
58727360121632	Paragon Collegiate Academy	7	"Paragon has gone to Schoolwise which is a student information system. Through Schoolwise, students courses are assigned and progress is tracked. Schoolwise also allows for teachers, administrators, and parents to track the students as they progress."	"As stated before, Paragon uses Schoolwise, our student information system, to track courses for all students. This is one tool we can use to show evidence of the courses our students are enrolled in."	Paragon did not encounter any barriers in ensuring all students have access to a broad course of study.	Paragon adopted Wonders as the ELA curriculum for K-5 and Study Sync for 6-8. The school has also implemented an agriculture science course to address our NGSS.	Not Met		10/6/2022	2022
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 6th through 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. Odyssey High School, a STEM high school is open to all high school 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. Additionally, there is a need to increase A-G completion for English Learner students."	"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.  English Learners receive a period of Designated ELD at the secondary level, which may result in fewer elective options."	"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. A block schedule has been implemented at the high school level, which creates the opportunity for students to take eight classes instead of six. PUSD continues to offer summer programs that include enrichment as well as intervention and credit recovery. PUSD is committed to continuing to find new ways to increase representation of student groups in all courses."	Met		6/22/2022	2022
10623640000000	Parlier Unified	7	"The selected local measures and tools selected by Parlier Unified School District to track the extent to which all students have access to, and are enrolled in, a broad course of study are listed in detail in our LCAP Goal 1 which focuses on Access to a Broad Course of Study. The Parlier Unified LCAP metrics for Broad Course of Study include: Graduation rate for all students and subgroups, Career and Technical Education or CTE Pathways, UC/CSU A-G requirements, Advanced Placement (AP) test results, and the CA State Seal of Bi-literacy."	"Parlier Unified School District students have 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. PUSD continues to review its course offerings on an annual basis to ensure all students, including English Learner students and students with disabilities have access to quality course offerings. PUSD continues to expand the Career Technical Education course offerings to provide all students with increased access and choices to courses that may lead to future careers. The school Counselors and Career Technical Education (CTE) Director work collaboratively to monitor the inclusion of all student subgroups into course offerings. CTE course enrollment and completion of coursework is monitored to ensure the district is increasing by at least 5% enrollment and course completion on an annual basis."	"Parlier Unified School District monitors access and growth for student groups including including English Learners, Low Income students, Foster students, and students with disabilities. One of the most significant barriers to providing access to a Broad Course of Study for all student groups continues to be the high mobility rate in the community. Parlier Unified has a large population of Migrant students who enroll in school in the Fall and leave the district by mid October to either follow seasonal crops in other parts of the state or move to other states to follow crops with their families. The mobility causes an interruption of their schooling and having full access to a Broad Course of Study. During school closures, Migrant students were able to to stay enrolled in their courses and connected to their teachers and online resources. This experience proved to be very beneficial to this group of students.  The district will continue to review and evaluate this and other forms of access to ensure that these options continue to be available for students with mobility concerns."	"Parlier Unified continues to work diligently to increase the number of Career Technical Education Courses approved for A-G credit. Parlier Unified is also increasing the supports for English Learners and students with disabilities by adapting more inclusive practices. In addition, Parlier Unified staff has worked to increase achievement for Migrant students. The district continues to monitor student course enrollment data on an annual basis. Families who have students enrolled in the high school are informed twice a year about their student’s progress toward graduation and college. The meetings are held by school site counselors and administration. The district will continue to provide additional tools that not only provide information to encourage students to take the college pathway, but also inform them and their families, on a timely basis, if their child is off track for completing any coursework required to graduate or attend a CSU or UC college.  Close parent and school collaboration and communication will be instrumental in ensuring that students  have full access to a broad course of study."	Met		6/28/2022	2022
19648810113894	Pasadena Rosebud Academy	7	"We are a small school, located in the city of Altadena, with a student population of 158 students. We are a K-8 school, with one classroom per grade. We have small class sizes as we believe that students learn faster and perform better in smaller classes. A small class size can often result in more individual attention, increased participation, and better communication between the instructor and students. Our K-6 grades are self-contained classrooms, whereas 7th and 8th graders share classes in blocks with 2 teachers (science and math, social studies, and language arts). All students have access to a personal Chromebook and common core instructional material. The programs implemented at Pasadena Rosebud Academy Charter School complement the academic curriculum. Each program correlates with core subject areas to enhance student learning. The programs will provide students with real life experiences that will allow them to connect with what is being taught in their core subject areas."	"PRACS is a small K-8 charter school.  We have one class per grade level. Each class in grades k-6 is self-contained. The self contained classes focus on the core content subject areas: language arts, math, science and social studies. Seventh and eighth grade students also focus on the core content subject areas and they have 2 electives: Spanish and financial literacy."	"We are a small charter school that serves grades K-8. There is one class per grade level. Kindergarten through 6th grade reflect our elementary program which primarily focuses on the core content subject areas: language arts, math, social studies and science. We provide our elementary students with access to the required course studies to support the foundational skills needed to be successful in middle school and beyond. Our middle school focuses on offering our scholars with 2 electives that are in alignment with our core principles: critical thinking, financial literacy, cultural awareness, exposure and experiences, and service."	PRACS has successfully implemented actions to ensure access to a broad course of study for all students given the design and size of the school’s student population.	Not Met		9/20/2022	2022
19648810000000	Pasadena Unified	7	"All students in grades K-8 are enrolled in California State standards aligned courses in mathematics, English language arts, science, history/social studies and physical education. The district uses Adoption tools kits from the Los Angeles and Sacramento Counties of Education to ensure the alignment to standards in K-8. Additionally, high school core courses are aligned to standards using the University of California and CSU a-g requirements and criterion."	"Utilizing the aforementioned adoption tools, K-8 core courses are standardized across the district. All student groups inclusive of general and special education, English Learners, Foster Youth, etc., in these grade levels are enrolled in these core courses. High school counselors review student transcripts and the A-G requirements to enroll students in a broad course of study. As in K-8, there are standardized standards aligned core courses available at all school sites. Based on different programs, high schools may offer additional standards aligned AP courses in the following content areas: History/Social Sciences, Mathematics, Science, English Language Arts, Art, etc. Depending on the capacity and need at each school, all AP courses are not available. Additionally, one high school offers the IB Diploma Program. The only prohibitive access to any of these high level courses is based upon grades in prerequisite courses."	"Based on the tools and the standardization of core courses, PUSD does not have barriers that prevent students from accessing the standardized, standards aligned core courses in grades K-12."	In response to the results of the locally selected measures PUSD will continue to monitor enrollment for the standardized core courses and determine measures to increase the diversity in advanced placement courses.	Met		6/30/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/8/2022	2022
40754570000000	Paso Robles Joint Unified	7	"Each year, the PRJUSD Board of Trustees approves the resolution regarding sufficiency of instructional materials related to the adopted core curriculum for a broad course of study in grades 1- 12. Prior to the resolution and public hearing, a public notice is posted within the district and locally inviting feedback pertaining to sufficiency of instructional materials. PRJUSD staff coordinate with site principals and library techs regarding any areas of concern with regard to accessibility of instructional materials in the broad course of study. Additionally, Aeries enrollment data provides evidence of student enrollment in a broad course of study for each student."	"All students have access to a broad course of study. There are differences in the instructional programming at Georgia Brown Elementary as compared to the other five elementary schools as it is a dual immersion site, however, the base core curriculum is the same. George H. Flamson Middle School provides an alternate course of study for students who continue in the dual immersion articulation from Georgia Brown as well with the option of English and history in Spanish for the sixth grade year and history in Spanish for the seventh and eighth grade years. All school sites provide access to designated ELD programming for students identified as English Learners and a continuum of programming for students with IEPs. CTE pathway completion is unique to Paso Robles High School campus, however students at Independence High School and Liberty High School have access to this coursework in combination with their course of student on these campuses."	All students have access to a broad course of study.	PRJUSD continues to evaluate the master schedule at our school sites each year to ensure access to a broad course of study is attainable for all students.	Met		6/28/2022	2022
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 coursework. As needed, teacher meetings may include the Special Education team, Homeless and Foster Youth liaison, and the Intervention & Transition Coordinator. As a 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. In partnership with homeroom teachers, the instructional support team offers pacing plans, drop-in academic support time, and individualized plans to support student learning."	Met		6/22/2022	2022
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 administrative team. This ""PLS course"" review is completed by principals and guidance counselor and compared to the student's ICAP."	"Our primary barriers are the credit deficiencies students bring in with them from prior schools, which makes access to A-G completion unrealistic."	"This ""PLS course"" review is completed by principals and guidance counselor and 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 disproportionately 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."	Met		6/15/2022	2022
51105120140152	Pathways Charter Academy	7	"Upon enrollment, and each quarter thereafter, students complete an individualized learning plan (ILP). 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. Edgenuity is also a tool used to track course access and enrollment in a broad course of study. For Priority 7 we disaggregate the data by grades 1-6 (2 students) and grades 7-12 (20 students)."	"Data is gathered from multiple resources to provide feedback on how students are accessing a broad course of study at PCA. By using Edgenuity course data and reports, Aeries course enrollments, CTE and PE participation, data is gathered to identify the number of students who are sufficiently accessing a broad course of study. This will be based on grade spans, unduplicated groups and individuals with exceptional needs. All students have access to on-campus CTE and PE courses. Students also have access to all Edgenuity courses at Pathways Charter Academy. Staff is very proactive to ensure that students have access to, and are aware of course options and requirements. Staff do attempt to enroll them in all of the courses they need to meet the requirements for graduation or readmittance to their district of residence. Foreign language is available but not typically accessed by students at PCA. Additionally, visual and performing art is available on campus on a limited basis. Physical education is typically limited to off-campus activity logs, but students are invited to participate in PE class on campus."	"The majority of students enrolled in PCA come to us academically deficient. Because of their lack of success in the traditional school setting they commonly perform well below grade level in reading and math upon enrollment. High school students are also regularly credit deficient. Based on these factors, resources are targeted toward addressing academic deficiencies before tackling courses such as foreign languages and VAPA. High student transiency rates, low attendance as well as the fact that many of our students struggle with mental health issues are also competing for time and focus in our students’ school day."	"A continued focus on providing flexibility and course options for students. Classroom teachers were 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, or they may sign up for weight training on campus. FRA currently has one period of weight training available for students that PCA students have access to. The goal is to provide Physical Education to all students who choose to enroll within the regular school day. Professional development will continue in Edgenuity to improve the fidelity and implementation of the curricular program. Support for instructional delivery to ensure that school staff will support students in access and enrollment in a broad course of study leading to graduation and/or return to the home district."	Met		6/22/2022	2022
36750440112441	Pathways to College K8	7	All students in all grades have access to a broad course of study that includes instruction in all areas/subjects. Middle grade students who participate in a departmentalized program all participate in and take the same classes as peers with the exception of the one elective class offered each day.	"Because all students within a grade level participate in the same broad course of study, it is quite simple to review the basis schedule at the beginning of each year to ensure that all students are taught in all from core subjects."	There are no barriers identified at this time.	"School will continue to provide broad course of study to all students, moving them as grade level cohorts through all subject areas including the four core subjects."	Met		6/27/2022	2022
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 level’s annual planning documents. Through fundraising, Peabody also employs a PE teacher to provide physical education classes; a ceramics teacher to provide visual arts (this also happens in the classroom with the general education teacher); a dance/movement teacher, and a drama teacher who provides performing arts instruction. Like the course of study offered in the classroom, these courses are provided for all students, K-6, including unduplicated student groups and individual students with exceptional needs."	"All students at Peabody have access to and are enrolled in, a broad course of study."	Peabody does not currently have any barriers preventing the school from providing access to a broad course of study for all students.	"To assure a broad course of study, Peabody has been successful in securing additional resources that have allowed the school to expand its physical education and visual and performing arts program to include actual classes in those areas. All students have access to these classes. These classes complement the visual and performing arts efforts that were already happening in the classroom."	Not Met		9/28/2022	2022
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."	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 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."	Met		5/18/2022	2022
15636280128504	Peak to Peak Mountain Charter	7	"Locally selected measures include STAR 360 Mathematics and Reading assessments quarterly for grades K-8.  Peak to Peak Mountain Charter met the needs of foster youth, English learners, and low-income students by providing small group and individualized RTI and ELD support necessary for all lessons.  The adopted English-Language Arts program and textbook materials have imbedded supports for EL's and identified at-risk students."	"All students have access to, and are enrolled in, a broad course of study.  Peak to Peak Mountain Charter met the needs of foster youth, English learners, and low-income students by providing small group and individualized RTI and ELD support necessary for all lessons.  The adopted English-Language Arts program and textbook materials have imbedded supports for EL's and identified at-risk students."	The identified barrier paramount to access is attendance.	The newest actions to ensure access to a broad course of study for all students have been increased traditional independent study and virtual learning options.	Not Met		8/25/2022	2022
12629840000000	Peninsula Union	7	"100% of all students have access to a broad course of study, including ELA, Math, Science, and Social Studies. Access to the extent of access and enrollment in this broad course of study is tracked through classroom observations."	All of our students have complete access to a broad course of study.	There are no barriers to providing access to a broad course of study for all students.	"This year, the LEA implemented a new math curriculum to help ensure access to a broad course of study for all students."	Met		6/13/2022	2022
29768770000000	Penn Valley Union Elementary	7	"All students, including unduplicated student groups and individuals with exceptional needs, have access to a broad course of study.  The sites work very hard to ensure that student's needs are met based on their academic and social-emotional needs.  All students have access to intervention support and tutoring.  Our middle school students are offered additional opportunities to participate in a variety of election options.  In addition, extended learning was offered during the summer months."	"Through thorough assessments, data is compiled four times a year utilizing Rennaisance Learn.  This data is monitored by site staff to help drive instruction and address the needs of all our students including unduplicated groups. Intervention and enrichment groups are created to help support all students with a broad course of study."	No barriers were preventing our school sites to provide access to a broad course of study for all students.  All students were supported by the district and supports were established to facilitate such measures.	"PVUESD will continue to support weekly collaboration with all staff to review data and improve instructional practices for all students including Students with Disabilities, Foster Youth, English Learners, and Low-Income students."	Met		6/14/2022	2022
49402466051981	Penngrove Elementary	7	"In November of 2021 the district conducted an equity study that provided information on students’ access to a broad course of study. Using other tools as well (i.e. CALPADS, SIS) it was concluded that students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"Students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"The lack of an early warning system/monitoring system to catch these inconsistencies fostered a system of ineffective oversight. In addition, other tools and systems such as the district’s EL Master Plan had not been revised since 2003 to provide guidance and support for English Learners access to academic opportunities."	"Moving forward, the district will be implementing a new EL Master Plan for the 2022-2023 school year as well as utilize grant funds to support early warning systems such as Guidance Alignment to monitor and ensure all students have access and a path for graduation. In addition, other academic systems will be put in place such as Common Assessments starting with Math with Data Reflection Protocols to increase instructional quality, target interventions, and ensure a more robust RTI process. In addition, the district will be enhancing and expanding credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements."	Met		6/28/2022	2022
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. Additional systems and structures around MTSS have been put in place to ensure students in need of intervention receive, Tier I, II, and III instruction and for social-emotional learning, behavior, and academic support."	"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. All students receive art, physical education, and social-emotional instruction."	"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 offers a Dual Language Immersion program at one school site in the district, it has been a goal to increase this program to more schools."	The district continues 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. Current DLI teachers participate in PD throughout the school year.	Met		6/16/2022	2022
33672070000000	Perris Union High	7	"Course access and participation is monitored using the District’s Student Information System (Infinite Campus) and are verified using reports from multiple systems, such as Hoonuit, DataQuest and CalPads systems. Student schedules reflect access to all required core content courses with the addition of Career Technical Education (CTE) Courses, Dual Enrollment College courses for grades 10th-12th grade, AP Courses, and a wide variety of elective course opportunities.  To monitor access to a broad course or study for students, A-G transcript audits are completed on a regular basis, along with the monitoring of participation data in district-wide programs such as AVID.  In addition, collaborative teacher teams meet regularly to review course pacing, content, and assessment tools to ensure any barriers for student support and access are addressed."	"Currently, there have not been any significant differences in access to a broad course of study among the district school sites.  All Middle schools offer elective course options that include Visual and Performing Arts, World Languages, Career Technical Education, and student government.  These courses are accessible to all students based on their needs.  All high schools offer elective courses in Visual & Performing Arts, World Languages, Dual Enrollment, Articulation, Advanced Placement, and Career Technical Education in addition to the core courses in English, math, social sciences, science, and physical education.  Students have an opportunity to select courses from these categories each year.  These courses are at rigorous levels where all students are being prepared for post-secondary opportunities.  Access is provided to all student groups and each student is encouraged to enroll in at least one.  Professional development and Professional Learning Communities provide time for teams to review data and identify strengths and challenges that exist.  Collaboration time is used to  share best practices and strategies to improve student outcomes."	"During distance learning, students struggled more than ever to complete courses with successful grades.  Because more students needed to take credit recovery courses, it became more difficult to fit elective or CTE courses within the school day.  The last two years, the district has provided additional sections and a greater variety of courses to get students back on track towards graduation.  A larger emphasis has been placed in credit recovery and summer school programs  to reduce the barriers keeping students from enrolling in a variety of courses.  This practice will reduce the need to repeat coursework during regular academic schedule time allowing students the opportunity to participate in a broad course of study."	"The district has provided expanded opportunities for remediation, acceleration and enrichment to college and career readiness programs. Funding for additional Career Technical Education courses, Dual Enrollment, Concurrent Enrollment, World Languages, and Visual and Performing Arts has been added in previous years, and will continue to be supported in the future.  To support these programs, funding has been added for facilities, equipment, and supplies to support the additional programs. Preparation for post-secondary success is a key focus for the district.  These programs will continue to be expanded as students demonstrate an interest in industry sectors and to meet the needs of the local business sectors.  Ongoing training and support is provided to  counselors to build and maintain a comprehensive counseling program that develops appropriate college and career readiness skills for our students."	Met		6/6/2022	2022
49402460131961	Petaluma Accelerated Charter	7	"In November of 2021 the district conducted an equity study that provided information on students’ access to a broad course of study. Using other tools as well (i.e. CALPADS, SIS) it was concluded that students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"Students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"The lack of an early warning system/monitoring system to catch these inconsistencies fostered a system of ineffective oversight. In addition, other tools and systems such as the district’s EL Master Plan had not been revised since 2003 to provide guidance and support for English Learners access to academic opportunities."	"Moving forward, the district will be implementing a new EL Master Plan for the 2022-2023 school year as well as utilize grant funds to support early warning systems such as Guidance Alignment to monitor and ensure all students have access and a path for graduation. In addition, other academic systems will be put in place such as Common Assessments starting with Math with Data Reflection Protocols to increase instructional quality, target interventions, and ensure a more robust RTI process. In addition, the district will be enhancing and expanding credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements."	Met		6/28/2022	2022
49402460000000	Petaluma City Schools	7	"In November of 2021 the district conducted an equity study that provided information on students’ access to a broad course of study. Using other tools as well (i.e. CALPADS, SIS) it was concluded that students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"Students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"The lack of an early warning system/monitoring system to catch these inconsistencies fostered a system of ineffective oversight. In addition, other tools and systems such as the district’s EL Master Plan had not been revised since 2003 to provide guidance and support for English Learners access to academic opportunities."	"Moving forward, the district will be implementing a new EL Master Plan for the 2022-2023 school year as well as utilize grant funds to support early warning systems such as Guidance Alignment to monitor and ensure all students have access and a path for graduation. In addition, other academic systems will be put in place such as Common Assessments starting with Math with Data Reflection Protocols to increase instructional quality, target interventions, and ensure a more robust RTI process. In addition, the district will be enhancing and expanding credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements."	Met		6/28/2022	2022
49402460000000	Petaluma City Schools	7	"In November of 2021 the district conducted an equity study that provided information on students’ access to a broad course of study. Using other tools as well (i.e. CALPADS, SIS) it was concluded that students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"Students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"The lack of an early warning system/monitoring system to catch these inconsistencies fostered a system of ineffective oversight. In addition, other tools and systems such as the district’s EL Master Plan had not been revised since 2003 to provide guidance and support for English Learners access to academic opportunities."	"Moving forward, the district will be implementing a new EL Master Plan for the 2022-2023 school year as well as utilize grant funds to support early warning systems such as Guidance Alignment to monitor and ensure all students have access and a path for graduation. In addition, other academic systems will be put in place such as Common Assessments starting with Math with Data Reflection Protocols to increase instructional quality, target interventions, and ensure a more robust RTI process. In addition, the district will be enhancing and expanding credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements."	Met		6/28/2022	2022
49402460000000	Petaluma City Schools	7	"In November of 2021 the district conducted an equity study that provided information on students’ access to a broad course of study. Using other tools as well (i.e. CALPADS, SIS) it was concluded that students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"Students do, in general, have access to a broad course of study however disproportionality by race was apparent in some courses i.e. English Learner placement was inconsistent across our secondary schools."	"The lack of an early warning system/monitoring system to catch these inconsistencies fostered a system of ineffective oversight. In addition, other tools and systems such as the district’s EL Master Plan had not been revised since 2003 to provide guidance and support for English Learners access to academic opportunities."	"Moving forward, the district will be implementing a new EL Master Plan for the 2022-2023 school year as well as utilize grant funds to support early warning systems such as Guidance Alignment to monitor and ensure all students have access and a path for graduation. In addition, other academic systems will be put in place such as Common Assessments starting with Math with Data Reflection Protocols to increase instructional quality, target interventions, and ensure a more robust RTI process. In addition, the district will be enhancing and expanding credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements."	Met		6/28/2022	2022
45699480141580	Phoenix Charter Academy College View	7	"PCA utilizes School Pathways Student Information System which tracks all curriculum, standards, resources, and coursework that students have access to and are enrolled in.  Reports can be accessed based on a wide variety of identifiers.  All students have access to a broad course of study with the exception of Career Technical Education pathways."	"PCA utilizes School Pathways Student Information System which tracks all curriculum, standards, resources, and coursework that students have access to and are enrolled in.  Reports can be accessed based on a wide variety of identifiers.  All students have access to a broad course of study with the exception of Career Technical Education pathways."	"One barrier preventing PCA from CTE pathway completion is the size of the LEA high school population and costs associated with developing and hiring for it.  PCA can provide CTE coursework through community college enrollment, community service work and career explorations, and will continue to do so."	PCA is in the process of building a new facility that will better be able to house a CTE pathway program and will provide a sustainable future for the school to grow enrollment to fund such an endeavor.	Met		6/20/2022	2022
01612750000000	Piedmont City Unified	7	"PUSD uses two main tools and measures to evaluate access to a broad course of study: master schedules and roster data, and a-g course completion. Internal analysis includes The number of minutes of physical education instruction The number of elementary students who receive art instruction The number of students who receive music instruction Number, gender and disability status of students in secondary computer science classes Number and disability status of students complete the three course science pathway in high school For the 2020-21 school year, data indicates 96.5% of all PHS graduates complete their a-g requirements. This is consistent with the 2019-20 result of 97.2%. In reviewing student groups and students with exceptional needs, we find that 82.8% of PHS graduates with disabilities completed their a-g course requirements, an increase of over one percent from 2019-20."	"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 prominent feature in inclusion plans.  In grades 7-12 students have access to English, Mathematics, Social Sciences, Science, 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 no"	"There are very few barriers to offering a broad course of study for all students. Due to the low number of English Learners we have consolidated our ELD course between the three secondary schools. The bell schedules between PMS, MHS and PHS have caused challenges to middle schoolers taking high school level courses and shared staff.  For the 2022-23 school year all three secondary schools will use a similar bell schedule that will support staff and students between the schools."	In addition a A-G Improvement grant will support the development of an A-G tracking tool to ensure all interested students complete their A-G requirements.	Met		6/8/2022	2022
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."	"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."	"The district is removing the support courses for English and math which was an additional class in a student's schedule. In place of that, tutoring hours will be offered after school for students to seek support. Students needing to recovery class credits can have a self-directed online course as part of their master schedule. They will have time each day to work on this self-directed course under the supervision of a College and Career Technician who will be goal setting with the students, monitoring progress and communicating with parents. In-person summer school courses are being offered for the subjects of math and English for students to recover credits outside of the regular school year."	Met		6/16/2022	2022
10623720000000	Pine Ridge Elementary	7	"With our population of 71 students, we can easily track and provide the appropriate services and are able to provide a broad course of study."	We are a K-8 single school district with 71 students.  All students are individually scheduled into their classes.	"We at times struggle to provide a broad range of electives.  This is due to our small campus.  However, we are able to recruit local experts to work side by side with our experts to provide high interest courses ot students."	"We will continue to recruit local experts and partner with other small K-8 districts and our larger, feeder district."	Met		6/8/2022	2022
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."	"At the September 2022 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.	Not Met		10/12/2022	2022
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. For the 2021-22 school year, the District continued to monitor the most current  information on health and safety precautions in response to the COVID-19 pandemic and updated its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study."	"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, Yearbook, and Health Sciences. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives.  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. Students in grades Transitional Kindergarten (TK) through 3rd grade received P.E. instruction from their classroom teacher. Students in grades 4 and 5 received P.E. instruction from a P.E. teacher.   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."	"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."	"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 2022-23 school year include English Language Development, math instruction, and using student data to provide instructional support to students. 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."	Met		6/22/2022	2022
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. For the 2021-22 school year, the District continued to monitor the most current  information on health and safety precautions in response to the COVID-19 pandemic and updated its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study."	"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, Yearbook, and Health Sciences. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives.  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. Students in grades Transitional Kindergarten (TK) through 3rd grade received P.E. instruction from their classroom teacher. Students in grades 4 and 5 received P.E. instruction from a P.E. teacher.   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."	"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."	"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 2022-23 school year include English Language Development, math instruction, and using student data to provide instructional support to students. 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."	Met		6/22/2022	2022
20102072030229	Pioneer Technical Center	7	"Course offerings across school sites are similar, as students are assigned courses relevant to grade level and graduation requirements of home district. Students also have opportunities for credit recovery through textbooks or online courses from Odysseyware. Diagnostic assessments prescribe lessons to reduce academic gaps and increase access to standards-aligned grade-level curriculum. Although students come to PTC from various schools and districts with different graduation requirements, the independent study model allows for individualized grade-level appropriate courses. This model continues providing greater learning opportunities for advanced or struggling students.  In addition, Career Technical Education courses provide increased preparation for career-readiness after high school graduation. A school counselor is on site to meet with students for academic counseling, as well as social-emotional support. The PTC registrar provides updated transcripts for students completing coursework within two weeks of the date of completion. An RSP teacher meets with students as required by Individualized Education Program (IEP) goals and student needs. Courses are assigned to keep students on track to graduation with their home district."	"Math and ELA diagnostic i-Ready assessments provide data on academic proficiency also provide prescriptive lessons to support each student’s subskill weaknesses. Students have access to Odysseyware online courses to increase offerings and intervention supports, along with other credit recovery options to continue progressing toward program completion and graduation.   A school counselor is on site to meet with students for academic counseling, as well as social-emotional support. The PTC registrar provides updated transcripts for students completing coursework within two weeks of the date of completion. An RSP teacher meets with students as required by Individualized Education Program (IEP) goals and student needs. Courses are assigned to keep students on track to graduation with their home district."	"Although students come to PTC from various schools and districts with different graduation requirements, the independent study model allows for individualized grade-level appropriate courses. This student transiency occurs throughout the school year."	"Math and ELA diagnostic i-Ready assessments provide data on academic proficiency also provide prescriptive lessons to support each student’s subskill weaknesses. Students have access to Odysseyware online courses to increase offerings and intervention supports, along with other credit recovery options to continue progressing toward program completion and graduation. Courses are assigned to keep students on track to graduation with their home district. Students also have opportunities for credit recovery through textbooks or online courses from Odysseyware. PTC has a curriculum committee that supports exploring and adopting new curriculum."	Met		6/14/2022	2022
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. For the 2021-22 school year, the District continued to monitor the most current  information on health and safety precautions in response to the COVID-19 pandemic and updated its procedures to ensure that students are safe while on campus, while also being able to access a broad course of study."	"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, Yearbook, and Health Sciences. Some differences noted are scheduling constraints at middle school for students in certain subgroups and their access to electives.  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. Students in grades Transitional Kindergarten (TK) through 3rd grade received P.E. instruction from their classroom teacher. Students in grades 4 and 5 received P.E. instruction from a P.E. teacher.   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."	"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."	"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 2022-23 school year include English Language Development, math instruction, and using student data to provide instructional support to students. 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."	Met		6/22/2022	2022
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 classes and middle school students can choose from instrumental music (band), visual arts and STEM electives"	"Hiring challenges have led to middle school students without access to Band class and STEAM class.  Similarly, elementary students do not have access to music class."	"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 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."	Met		6/16/2022	2022
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.  We continue to disaggregate data to understand the relative access and participation of traditionally underserved learners as well."	"PUSD students generally have access to the broad course of study outlined in the Ed Code for elementary and secondary grade spans. 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 rolled out music curricula - Quaver. Further, school site plans seek to address issues of equity and access based on data and through evidence-based practices.  We are currently engaged in a California Comprehensive Early Intervening Services (CCEIS) Plan due to disproportionality findings in Special Education with regard to our African American scholars.  We have taken a deeper dive into African American scholar representation in opportunities and programs across PUSD's general education offerings, and are engaged in key improvements."	"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 over-representation/disproportionality in disciplinary referrals/actions across groups and/or Special Ed can create a challenge for students' participation in a broad course of study as well, as can any issues of chronic absenteeism. These are some of the areas PUSD is working to address through priorities, the LCAP, and site plans and actions."	"As has been mentioned the use of both general fund and approved Parcel Tax investments support expansion of VAPA opportunities. The district has expanded its Career Technical Pathways and Career Technical Course offerings even further and has grown enrollments in relevant CTE courses. Efforts to reduce referrals/suspensions include investments in Restorative Practices of conflict mediation and positive communication, and related actions outlined in our LCAP 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 current funding to expand our focus on Full-Service Community Schools, and the work of our Coordination of Services Team (COST) facilitators at all school sites, to facilitate staff and service provider reviews of academic and behavioral warning indicators for students, in consultation with parents, in order to provide targeted academic services (tutorial, expanded learning, etc.) and/or health or mental health or behavioral services as needed, to help ensure the fuller participation of identified students in academic and social offerings of our schools. We are specifically focusing on improving opportunities for African American scholars through our current CCEIS Plan, including a focus on building stronger relationships with African American families."	Met		6/8/2022	2022
49708390138065	Pivot Charter School - North Bay	7	"Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers and Internet in order to fully access the curriculum when they are at the school site and are loaned computers and/or wifi hotspots if they do not have them at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs."	"Students access core coursework online and can access additional courses and clubs while attending the on-site program at the resource center. Online courses include core courses, remediation, and electives. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental on-site educational offerings.   Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave the resource center."	"Students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent or guardian at home who is working with the student on a daily basis. Parents and guardians are oriented about the requirements of the program and trained to implement the curriculum prior to classes beginning. They also receive ongoing training throughout the year regarding the content or technological requirements of the program. Elective courses offered through the curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s students. Field trips are offered to all students and participation in these field trips is another way to create excitement around attending the on-site program at the resource center, as well as a way to promote socialization.  Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well."	"Pivot Charter School has already adopted new curricula for both the elementary and middle school grade spans. Previously these grade spans had no options for elective courses and only had access to the core courses. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study."	Met		6/4/2022	2022
37737910138222	Pivot Charter School - San Diego II	7	"Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers and Internet in order to fully access the curriculum when they are at the school site and are loaned computers and/or wifi hotspots if they do not have them at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs."	"Students access core coursework online and can access additional courses and clubs while attending the on-site program at the resource center. Online courses include core courses, remediation, and electives. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental on-site educational offerings.   Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave the resource center."	"Students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent or guardian at home who is working with the student on a daily basis. Parents and guardians are oriented about the requirements of the program and trained to implement the curriculum prior to classes beginning. They also receive ongoing training throughout the year regarding the content or technological requirements of the program. Elective courses offered through the curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s students. Field trips are offered to all students and participation in these field trips is another way to create excitement around attending the on-site program at the resource center, as well as a way to promote socialization.  Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well."	"Pivot Charter School has already adopted new curricula for both the elementary and middle school grade spans. Previously these grade spans had no options for elective courses and only had access to the core courses. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study."	Met		6/4/2022	2022
04614240137828	Pivot Charter School North Valley II	7	"Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers and Internet in order to fully access the curriculum when they are at the school site and are loaned computers and/or wifi hotspots if they do not have them at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs."	"Students access core coursework online and can access additional courses and clubs while attending the on-site program at the resource center. Online courses include core courses, remediation, and electives. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental on-site educational offerings.   Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave the resource center."	"Students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent or guardian at home who is working with the student on a daily basis. Parents and guardians are oriented about the requirements of the program and trained to implement the curriculum prior to classes beginning. They also receive ongoing training throughout the year regarding the content or technological requirements of the program. Elective courses offered through the curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s students. Field trips are offered to all students and participation in these field trips is another way to create excitement around attending the on-site program at the resource center, as well as a way to promote socialization.  Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well."	"Pivot Charter School has already adopted new curricula for the middle school grade span. Previously this grade spans had no options for elective courses and only had access to the core courses. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study."	Met		6/4/2022	2022
33103300137836	Pivot Charter School Riverside	7	"Pivot Charter School uses multiple online curricula across its grade spans which allows the school to track which courses students have access to, are enrolled in, and complete. The curricula utilized by Pivot Charter School offers a broad course of study for each grade span and all student groups. All students have access to computers and Internet in order to fully access the curriculum when they are at the school site and are loaned computers and/or wifi hotspots if they do not have them at home so they can continue to access the curriculum once they leave the school site. All students’ records are evaluated several times a year in order to ensure that students are enrolled in a broad course of study and are on track to promote or graduate. All grade level curriculum provides courses in the four core content areas as well as electives, PE, and extracurricular studies. Additional supplemental curricula is being implemented to help students with gaps in knowledge. Students with Individualized Education Programs work with their Education Specialists or with other service providers regularly to address their specific needs."	"Students access core coursework online and can access additional courses and clubs while attending the on-site program at the resource center. Online courses include core courses, remediation, and electives. At the resource center, teachers are able to lead workshops, clubs, and electives that are not offered through the online curriculum. However, students are not required to attend the on-site program so some students do not participate in the supplemental on-site educational offerings.   Pivot Charter School offers high school students a wide variety of courses that span the CTE, technology, and VAPA categories, as well as A-G and Advanced Placement courses. The teachers at Pivot Charter School also encourage concurrent enrollment at local community colleges and help students navigate the enrollment process at those schools.  Students may access their online courses anywhere there is internet access and through many tools such as computers, tablets and phones. Pivot provides one-to-one access to laptops at the resource center and loans computers to students who do not have access to computers once they leave the resource center."	"Students that don’t attend the resource center program have the greatest barrier to accessing a broad course of study if they do not have a parent or guardian at home who is working with the student on a daily basis. Parents and guardians are oriented about the requirements of the program and trained to implement the curriculum prior to classes beginning. They also receive ongoing training throughout the year regarding the content or technological requirements of the program. Elective courses offered through the curriculum, in addition to the i-Ready supplemental program, can help provide a broader course of study to Pivot Charter School’s students. Field trips are offered to all students and participation in these field trips is another way to create excitement around attending the on-site program at the resource center, as well as a way to promote socialization.  Students can work through the online curriculum on their own and work virtually with a credentialed teacher through video conferencing if they are in need of academic support, but some students are not willing to participate in that capacity. It is those students who have the greatest barrier to accessing the curriculum. The elective courses offered through the curriculum, and at the resource center, helps provide a broad course of study to all of Pivot Charter School’s students. Field trips, clubs, and workshops are offered to all students as well."	"Pivot Charter School has already adopted new curricula for both the elementary and middle school grade spans. Previously these grade spans had no options for elective courses and only had access to the core courses. There is no policy that a student must take an elective course but that may be considered in the future.  Pivot Charter School has also expanded its on-site elective options, offering high school credit for courses like Work Experience, Excursions, Learning Lab, IS Core Advancement, and others. Offering credit for these courses encourages students to participate in a broader course of study."	Met		6/4/2022	2022
54720410000000	Pixley Union Elementary	7	"Measured by master schedules, student schedules, classroom observations, lesson plans"	"All Students, including English Learners, Foster Youth, and Socio-Economically disadvantaged students have access to a Broad Course of study."	Sites have worked through the barriers of balancing special education pullouts ELD instruction and intervention by scheduling alternating times so these students are not excluded from the educational opportunities that their peers have.  Arts were offered as a middle school elective and music as an elementary rotation and middle school elective.  Middle school also included CTE based electives.  Each student had room for two electives in 2021-22 and in 2022-23 they will have room for 1-2 elective offerings.	"When planning the Designated ELD and Intervention changes for 2022-23, we discussed ensuring that all students had access to the other programs which necessitated strategic scheduling.  Special Education case managers have been working with site leadership/ teachers on pull-out service schedules and that will continue into next year.  Music will again be provided at both middle and elementary school."	Met		6/28/2022	2022
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) over the last four years and Valadez Middle School Academy, a Title I school increased their low-income enrollment in honors courses by 81 students.  Access to middle school Visual and Performing Arts (VAPA) has declined districtwide by seven sections during the previous four years. This decrease in sections 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)."	"The decline of VAPA course offerings 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, it was noted that the Unduplicated Pupils are not accessing A-G courses at the secondary level at the same rate as all PYLUSD students."	"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)  Discuss the addition of additional VAPA sections at the middle school level and, (3) Monitor UP enrollment in A-G courses."	Met		6/21/2022	2022
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.  Because of the small size of the school population, 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 in experiences or curriculum unless specifically indicated through an IEP."	"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 in 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 under the direction and instruction of the credentialed teacher. Additionally, students receive additional support in accessing the curriculum through designated intervention times. 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 language arts, 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-6, 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 after-school enrichment for all students. These are reflected in lesson plans and observation notes taken each semester and are also reflected in the development of the LCAP annually."	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.	Not Met		9/22/2022	2022
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.  In addition, all secondary students participate in developing an Individual Learning Plan that includes courses needed to support attaining a high school diploma.  Course enrollment reports generated in the student information system also identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs."	"Students in grades 7 through 12 have access to a Broad Course of Study, including 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 offer a broad course of study and accelerate credit recovery.  In addition, PCOE provides Career Technical Education courses and opportunities to earn career certifications.  All students have access to core academic content and courses that lead to graduation and success regardless of the student's income, race, primary language, disability, or family situation."	"PCOE Court and Community schools typically serve students for less than one year.  Less than 3% of PCOE Court School students are enrolled for 90 days or more.  Students are placed in specific programs due to court orders, expulsions, probation referrals, or voluntarily through the School Attendance Review Board (SARB) process.  The course needs of PCOE 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."	"Regularly analyzing enrollment helps inform PCOE as it makes decisions on course offerings to support Priority 7. In addition, PCOE will continue to broaden CTE and enrichment options and support Cyber High to help students meet A-G requirements."	Met		6/16/2022	2022
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. In addition, all secondary students develop an Individual Learning Plan that includes courses needed to support attaining a high school diploma. Course enrollment reports generated in the student information system also identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs."	"Within Pathways Charter, there is one elementary and one secondary site. All students have access to the same broad course of study.   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.    Students in grades 7 through 12 have access to a Broad Course of Study, including 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. Pathways Charter provides A-G courses through the Cyber High online learning platform to offer a broad course of study and accelerate credit recovery. Cyber High also provides Foreign Language and Performing Arts courses. In addition, PCOE provides Career Technical Education courses and opportunities to earn career certifications. All students have access to core academic content and courses that lead to graduation and success regardless of the student's income, race, primary language, disability, or family situation."	"Pathways Charter secondary schools typically serve students for less than one year. Students are placed in specific programs due to court orders, expulsions, probation referrals, 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.    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. As a result, 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. In addition, PCOE will continue to broaden CTE and enrichment options and support Cyber High to help students meet A-G requirements."	Met		6/16/2022	2022
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.	Not Met		10/12/2022	2022
31668940000000	Placer Union High	7	"Through the LCAP process, PUHSD has created three goals, along with individual actions that will be implemented those goals.  The goals include: 1) All students high school, college, career, and life ready; 2) Increase student achievement through 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."	"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 2021, PUHSD had over 100 CTE sections, over 40 AP or IB course sections, and over 50 sections of VAPA.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 support to ensure they have access to the curriculum."	"The biggest barrier exists on the smaller campus and is a result of the logistical limitations of the master schedule.  However, due to declining enrollment throughout the district, we have had to limit sections.  Outside of the logistical barriers, the district has identified a number of courses in which students most often need to remediate due to D’s and F’s.  These courses get students off the a-g track and also limit their ability to take elective courses.  The current barrier to increasing CTE courses is appropriate credentials."	"PUHSD has a number of initiatives that have emerged as a result of our analysis of the data.  Over the last couple of years, PUHSD begun the process of analyzing our student outcomes in terms of course grades and its impact on access to courses and the ability of students to meet college and career requirements.  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 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"	Met		6/21/2022	2022
09619520000000	Placerville Union Elementary	7	"For students in grades TK-8, the District conducted a review of content offerings, including the master schedule for grades 6-8 to ensure all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  It has been determined that students have access to and are enrolled in a broad range of study following the California State Standards in all subject areas."	A broad course of study is available at all school sites.	.  It has been determined that students have access to and are enrolled in a broad range of study following the California State Standards in all subject areas.  Opportunities for enrichment and intervention are available for all students.	"There are barriers to continuing to grow our Broad Course of Study.  Those barriers include, time in the school day, 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."	Met		6/9/2022	2022
24658130000000	Plainsburg 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 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."	"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."	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.	"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."	Met		6/9/2022	2022
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 2021-22 school year gave a score of 100%.	"The self evaluation tool for the 2021-22 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 42.00 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.  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.	Met		6/30/2022	2022
11626380000000	Plaza Elementary	7	"Plaza School District s a small, rural K-8 district with 199 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.	Met		6/16/2022	2022
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.  The barriers to offering Foreign Language to our 7th and 8th grade students is discussed below. 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.  Currently, we are working to align our Health Education program with the newly adopted framework and standards.  The district actively seeks options for Foreign Language and CTE instruction for our students."	Met		6/15/2022	2022
29663730000000	Pleasant Ridge Union Elementary	7	"All TK-8 students have access to a broad course of study. PRUSD uses annual surveys as the locally selected measures and our feedback from the district Education Advisory Committee. Not all students in these groups can access the curriculum at their grade level, so they are allowed to do the curriculum at the level they need. This school year, elementary schools were provided with a physical education teacher to address small-group intensive instruction. The middle school level offered specific elective classes to address the academic needs of students who needed additional support. In addition, some students were provided one on one tutoring. For students who continue to struggle in ELA and math, summer school was offered for them to provide extended learning through the summer months."	"PRUSD currently has less than five foster youth and fewer than 13 English Learner students but does have 29% low-income students. However, we plan for all student groups, so if a student enrolls who is part of one of these groups, we are ready to provide the necessary services they need. Two counselors provide SEL and counseling to all students to support students who have been identified on the EWI (Early Warning Indicator) list, this includes students within the subgroup populations of English Learners, Foster Youth, and low-income students. Teachers and principals meet through the SST process to ensure the identified students get the support needed. For English Learners, we hire bilingual aides to push them into regular classes to support the development of the English language and core academics. Foster Youth students have increased access to the school counselor to support them in dealing with and overcoming sustained trauma. Resources like supplies, clothing, and other essentials are provided for foster youth students, so they have equal access. For Low-Income students, PRUSD provides information about food banks, and distribution programs, and will provide the essential supplies for students to be successful and provide equal access."	"We did not see any barriers preventing PRUSD students from accessing a broad course of study. If any member of the PRUSD learning community identified essential needs for students or groups of students, those resources were purchased. For example, due to the pandemic, PRUSD identified the need for developing primary-level teachers in the science of reading. A lead was identified, and grade-level teachers were pulled out monthly to learn how to implement the 95% Phonics Group. This decision saw tremendous growth in our primary-level students. In the SST meetings, teachers and administrators meet with parents and students to discuss how students can become the most successful at meeting expected outcomes. In addition, lack of parent knowledge can be a barrier because the parents might know about the broad course of study that PRUSD offers. PRUSD offers Back-to-School nights, in-person Parent-Teacher conferences, and Open Houses annually to engage parents with the scope of what is being offered at each school site. PRUSD encourages parents to reach out to their child's teacher as a resource to understand grade-level expectations."	"New or Continue practices that provide increased/improved Services: 1. PRUSD provides weekly collaboration time for data analysis and improving instructional practices for all student including Students with Disabilities, Foster Youth, English Learners, and Low-Income students. 2. Students with Disabilities, Foster Youth, English Learners, or Low-Income students have the ability to receive tutoring services if needed. This is determined during Student Study Team meetings. 3. PRUSD developed a summer school program for the 2022 school year (RISE, Response to Intervention through Support and Expectations) to provide additional in-person instruction during the summertime so Foster Youth, English Learners, Low-Income or academically challenged students have additional time to receive the appropriate academic or social-emotional services that are needed. 4. Due to the pandemic parenting classes were not offered during the 21-22 school year but will resume for the 22- 23 school year. This resource will support parents in understanding school and how to support their children at home with homework and instruction. 5. PRUSD provides two school counselor to work with parents of Students with Disabilities, Foster Youth, English Learners, or Low-Income students who are struggling socially and emotionally to help them cope or to coordinate mental health services with outside agencies. 6. PRUSD will use  ELO-P funding for learning & engagement during non-school days"	Met		6/27/2022	2022
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, middle schools provide scheduled intervention opportunities for English Language Arts and mathematics.  Eight of PVSD's nine elementary-serving campuses have transitional kindergarten programs. In transitional kindergarten and kindergarten, PVSD uses a staggered schedule model to provide a targeted hour for students.  In grades 1-5, PVSD has developed a Whatever I Need (WIN) time structure to support students with intervention, prevention, and enrichment opportunities.  Career Technical Education offerings are 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."	"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.  We have worked closely with the Peak Preparatory Charter (PVSD provides oversight for this charter) to expand the opportunities for mathematics for middle school students on our K-8 campuses.  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."	"At the end of the 21-22 school year, PVSD began exploring the incorporation of a Spanish two-way immersion program.  This planning will continue during the 22-23 school year, as many parents and caregivers indicated this is an area for PVSD to explore as an educational option.  All middle schools have been provided with additional sections to support mathematics and English Language Arts intervention needs. 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.   All campuses have access to MakerSpaces, which 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. Students in 8th grade will complete a career exploration project beginning in the 22-23 school year."	Met		6/23/2022	2022
40687910000000	Pleasant Valley Joint Union Elementary	7	"Students have access to Common Core materials for language arts, mathematics. science and social studies. Instruction in health based on the new health framework is expanding and is in the initial stage.  The school serves students in kindergarten through sixth grade, so there is no access to world languages, and access to career and technical instruction is in the initial stage.  The tool used to measure this is through the teachers yearly instructional plans and pacing guides."	"Pleasant Valley School is a single school in a district. Progress has been made to enhance the arts instruction, music instruction, and health instruction in the past year since the end of distance learning."	"With only four full-time teachers, expanding our world language and career and technical instruction is difficult.  Use of Expanded Learning Opportunities Plan grant funding will help improve our arts instruction beginning the 2022-2023 school year."	"We will continue to work to expand instruction in health, art, music, and career and technical pathways."	Met		6/22/2022	2022
54720580000000	Pleasant View Elementary	7	"PVEA Board and School Site Council holds collaborative meetings regularly with administration to complete the self-reflection process regarding progress in professional learning, curriculum, programs, support and access to a broad course of study for all students. Collaboratively, they looked at our yearly calendar, daily lesson plans, Music schedule and our enrollment numbers in our TK-8th to determine the extent to which our students are offered a broad course of study. In TK-4th all students participate in weekly music classes provided by a certificated music teacher. In grades 5th-8th all students have the opportunity to participate in band class and/or individual music lessons weekly. All 5th-8th grade students have the opportunity to opt-in for any available music classes at any time throughout the year. TK-8th grade students all receive core instruction taught by a credentialed teacher. All designated ELD is taught as part of the core curriculum. Individuals with exceptional needs are provided Special Education services, as well as core instruction to ensure access to a board course of study for all students."	"As a Small rural single school district with the help of the Local Control Funding, all Pleasant View students have access to ELA, Math, Science, History/Social Studies, Physical education as well Music/Band. Pleasant View also offers the opportunity for various field trips in TK-8 throughout the school year to provide every student with real-world experiences. Whether the trip is to a bakery, hospital, garden, supermarket, or 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 are facilities, funding, personnel, and time. Facilities are a challenge because of our small school size. It is difficult to designate a room exclusively for extra events and activities.  Our funding is limited because funds have been previously designated for other components within the LCAP, this limits the amount of personnel we are able to hire. Time is always a challenge do to other necessary curriculum components. These barriers are preventing us from expanding our broad course of study to include performing arts that include choir and additional on-stage performance opportunities, as well as expanding our program to include a STEM component for all students."	"Pleasant View will provide additional events for the entire school which endorses performance arts. Students in 5th-8th grades will have more opportunities to participate and do performing arts events with the band color guard and shield team. As noted above when funds become available the district plans to expand the course of study to include a STEM component that aligns with the next-generation standards for all students. The performing arts program will be expanded to include additional small group music lessons and stage performances throughout the year. Small group music lessons would be offered to grades 3rd and 4th, as well as choir for 4th-8th grade."	Met		6/14/2022	2022
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, local assessments and report cards.  The adopted course of study for grades 7 to 12, inclusive, offers courses in English, Social Sciences, World Languages, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education as represented by the available course catalogs and dual enrollment courses that carry both high school and college credits. 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 high needs student groups, race/ethnicity and students with special needs."	"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). In 2020-2021, overall 81.9% of PUSD students met these requirements, while 50% of Emerging Bilinguals, 54.4% of low income students, and 24.7% of students with disabilities met all requirements for admission. For students of color, 91.5% of Asian students, 55.6% of African American students, 54.4% of Hispanic students and 78.4% of White students met the requirements. Ninth grade math enrollment shows that in 2021-2022 for Algebra 1, 4.79% of Emerging Bilinguals, 11.97% of low income students, and 6.67% of students with disabilities are enrolled in Algebra 1. For students of color, 27.86% of Asian students, 1.54% of African American students, 20.17% of Hispanic students and 43.42% of White students are enrolled. Pass rates for these students are 77.42% of Emerging Bilinguals, 72.37% of low income students, and 87.18% of students with disabilities in Algebra 1. For students of color, 98.68% of Asian students, 72.73% of African American students, 87.39% of Hispanic students and 95.72% of White students passed the Algebra 1 course. In contrast, Honors Geometry shows significant underrepresentation for Hispanic, African American students, students with disabilities, low income and Emerging Bilingual students."	"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.  In the area of access to higher level math classes, barriers to course enrollment for students of color, students with disabilities, and unduplicated students appear 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 that addresses: expanding pathway options, a-g alignment, adding capstone classes, reviewing/adjusting student recruitment strategies, and refining project based learning strategies.  The Spanish Dual Language Immersion program focuses on vertical alignment, increasing student awareness and offering the State Seal of Biliteracy.   PUSD will continue to monitor course enrollment, college readiness status, and enrollment in Expository Reading and Writing course through the use of Xello and with the support of additional high school counselors funded with LCAP funding. In the area of professional development, funding through LCAP has been allocated to increase opportunities for professional development in the areas of culturally relevant instructional strategies, restorative practices, and English Language Development based on the ELA/ELD Framework.    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 PD for teachers."	Met		6/23/2022	2022
32669693230083	Plumas Charter	7	"Using the school's adopted student information system, school staff is able to track all courses that all students are enrolled in.  As a matter of requirement, all students take courses in the core subject areas, as well as a variety or electives, enrichment, career tech education classes and community college courses.  All age appropriate classes are available to all students.  Unduplicated students and students with special needs have the same access to the schools provided broad course of study."	"All students at PCS are enrolled in a broad course of study.  The major difference between school sites are those cased by geography.  Not all staffing is the same across sites, the distance to a community college is not the same at all sites, and the internet connectivity is not the same at all sites."	"School leadership makes every effort to ensure equitable access to courses across sites.  Staffing, transportation and internet connectivity are all barriers to this."	"Enrichment staff are offered the use of school vehicles to travel to all sites to provide classes.  Bus passes can be provided to students to assist with transportation, and the school can assist with internet connectivity if there is service available.  Lack of the availability of service can be an issue."	Met		5/23/2022	2022
32103220000000	Plumas County Office of Education	7	"The locally selected measure is Education Code 51220: Access to/enrollment in a broad course of study (English, social science, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, career technical education and automobile driver education). EC 51220"	All Students: Met Unduplicated Pupils: Met Individuals with exceptional needs: Met	"Throughout school enrollment, all students have access to a broad course of study. Barriers include limited staffing and scheduling."	Master schedules and staffing needs are reviewed annually to ensure access to a broad course of study.	Not Met		10/12/2022	2022
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.	Not Met		9/29/2022	2022
32669690000000	Plumas Unified	7	"The locally selected measure is Education Code 51220: Access to/enrollment in a broad course of study (English, social science, foreign language, physical education, science, mathematics, visual and performing arts, applied arts, career technical education and automobile driver education). EC 51220"	All Students: Met Unduplicated Pupils: Met Individuals with exceptional needs: Met	"Throughout school enrollment, all students have access to a broad course of study. Barriers include limited staffing and scheduling."	Master schedules and staffing needs are reviewed annually to ensure access to a broad course of study.	Not Met		10/12/2022	2022
09619600000000	Pollock Pines Elementary	7	"For students in grades 1-8, the District conducted an audit of content offerings, including the master schedule for grades 7-8 to ensure that all students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs."	"Based on current staffing and credentialing all students have access to, and are enrolled in a broad course of study. All students are enrolled in English, Math, Physical education, Social Science, and Science using the Next Generation Science Standards (NGSS). The District also offers Music and Choir with music beginning at the elementary level with a credentialed music teacher. The middle school also offers Algebra, life skills, enrichment courses and Yearbook. The District currently has no offerings in Foreign Language, Applied Arts and Career Technical Education in grades 7 and 8."	Budgetary constraints and credentialing are barriers the District has identified for providing a broad course of study for all students.	"The District will explore new state adopted curriculum for Social Science and NGSS. The District will also explore appropriate Foreign Language, Applied Arts, and Career Technical Education for grades 7-8."	Met		6/14/2022	2022
19649070000000	Pomona Unified	7	"In 2021-22 PUSD continues to recover from the learning loss due to COVID and track 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"	"2021-22 PUSD continued this school year, with 100% of Pomona Unified School District’s students having 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)"	2021-22 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	"In 2021-22 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."	Met		6/29/2022	2022
15637190000000	Pond Union Elementary	7	"Pond School uses 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 did not have access to Pond's online learning platforms at home because their rural location had 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."	Met		6/21/2022	2022
28662820000000	Pope Valley Union Elementary	7	"PVUESD's Student Information System (SIS), ALMA, helps us monitor course access for all students. As reported in CALPADS, all students are enrolled in general education, self-contained courses."	100% of students have access to the required courses of study	"Since we are a small, rural TK-8 district with approximately 55-60 students, additional curriculum such as music and performing arts, are offered within the regular school day and after school. PVUESD is not big enough to offer ongoing electives for the 6th-8th grades as other, larger middle schools can."	Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/16/2022	2022
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.  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. Through the use of the College and Career Counselors, as well as the academic counselors, POLAHS utilizes Aeries and 4-year academic planning as locally selected measurement tools to ensure all students have access, and are enrolled in, a broad course of study.  A full list of courses offerings at POLAHS, please visit our Course Catalog: https://1.cdn.edl.io/lM1z0drDNfVdBuhWzFlCbsfy5GT5l0nWgb2ZX6o9EV12DSei.pdf  CTE Pathways: 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"	"2020-21 CTE Enrollment: 235 students Completion of CTE Programs: 40 students were certificated by June 2021  For 2021-22, POLAHS maintained six CTE pathways with 175 students enrolled. 2021-22 Low Income CTE Enrollment: 58.8%. (103/175 students) 2021-22 CTE EL Participation Enrollment Rate: 41% (12/29 studnets) In 2020-21, POLAHS maintained a 100% program completion rate, according to standards.   2021-22 AP Classes Offered: History Department: Human Geography; World History; U.S. History; Government Science Department: Chemistry; Physics; Environmental Science English Department: English Language, English Literature Math Department: Calculus Spanish Department: Spanish 2021-22 Number of Students Participating in AP Classes: 132 2021-22 Number of AP Exams: 190 2021-22 Number of Low Income Students Participating in AP Classes: 67 (50.7%)  2020-21 Number of 3+ Exams total: 97 2020-21 Number of 3+ Exams by Low Income Students: 53 (54.6%) 2020-21 Professional Development and AP Collaboration Includes: -Rigor and differentiation between general classes, Honors classes and AP classes -Master Schedule Development  2020-21 AP Enrichment Opportunity: -AP Bootcamp"	"Barriers: -Low number of EL students on campus -Singular courses often cause scheduling conflicts with courses needed -Pandemic-related barriers to CTE certification Non-Barriers: -SPED 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 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 (decisions/revisions): -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 -AP Honors Coordinator New Actions: -CSULB Dual Enrollment Opportunity -Earth and Science Course: POLAHS will provide one credentialed, lower level science teacher to address skill deficits in the area of Science. In 2022-23, Earth and Space will be offered for either science or elective credit. -Conceptual Physics Course: POLAHS will offer Conceptual Physics designed to meet science requirements, while simultaneously addressing the needs of students struggling with mathematical equations."	Met		6/15/2022	2022
54755230137968	Porterville Military Academy	7	"Porterville Military Academy (PMA) follows the same district guidelines. PUSD/PMA will establish a process to ensure all elementary and middle school students will participate in college and career activities, linking academics to career interest through assessment of the PUSD Graduate Outcomes interest inventories and enrollment in career exploration electives.PUSD/PMA tracks CTE/Elective class rosters by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless. All students including subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless have access and the opportunity for enrollment in CTE/Elective classes. CALPADs reports course enrollment and the College and Career Dashboard Indicator reports provide the data in which all students have access to and are enrolled in a broad course of study. Additionally, PUSD/PMA continues to increase the number/percentage of students by subgroup consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless meeting the Seal of Biliteracy criteria."	"All middle school students including English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless are provided with personalized learning and transition plans that provide opportunities for students to link academics to career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives, as well as linked learning Pathways. Career interest inventory baseline data is gathered from the 7th grade students once the career interest inventory survey is completed."	"PUSD/PMA will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests."	"PUSD 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."	Met		6/23/2022	2022
54755230000000	Porterville Unified	7	"PUSD will increase participation of K-8 school student involvement in college and career activities, linking academics to career interest through 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 opportunity for enrollment in CTE/Elective classes. Reports from CALPAD submissions on course enrollment, and the College and Career Dashboard reports provide the data indicating the degree to which all students have access to, and are enrolled in, a broad course of study.  PUSD will continue to increase the number/percentage of students by subgroup (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 have access to personalized learning opportunities. Transition plans provide the opportunity for students to receive investigative experiences, develop 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. The career interest inventory serve as baseline information, and is 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, and the College and Career Indicator (CCI), to make adjustments as data suggests. Due to the desire to rely on the College and Career Indicator as a trailing metric, challenges the district experiences are related to ensuring accurate local identification and reporting of the various components (course identification, enrollment, etc.) considering the number of components, and the complexity therein. 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."	Met		6/23/2022	2022
41689810000000	Portola Valley Elementary	7	"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.  All students have access to a board course of study, this includes looking at both our self-contained classrooms (TK-5) and middle school core and elective courses (6-8)."	"PVSD has only one TK-3 school and one 4-8 school.  Analysis of our current data indicates that 100% of K-8 students have access to and are enrolled in English Language Arts, Mathematics, History/Social Studies, Science and PE. This includes students who are second language learners and students with exceptional needs. During the 2021-2022 school year, the district provided the broad course of study entirely in-person. In grades K-5 100% of our students are enrolled in Spanish. The middle school Spanish program has 64% of the students participating in this program.  In the 2021-2022 school year, 7th and 8th grade students with IEPs did not enrolled in Spanish. 100% of K-6 students enrolled in Visual and Performing Arts. In 7th and 8th grade, 56.1% of students enrolled n Visual and Performing Arts which is an increase from the 2020-2021."	"In our middle school grades, there are several elective options available to students to 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. While all students have access to all courses of study if they so choose, some students may have a barrier to upper level course work due to language or learning differences."	"All students have access to all courses of study. 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), Literacy Intervention (2-6) and academic 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. In 2021-2022, PVSD partnered with the Ravenswood School District and the Boys and Girls Club to offer an after school program to our VTP students in grades 2-5.  Students in TK-5 were supported with a morning math program and junior great books to promote literacy.  A zero flex period and an afterschool homework club was added to support grades 4-8 students who need extra support. The VTP students were offered transportation to ensure access to these expanded learning opportunities."	Met		6/16/2022	2022
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 learning English and those with disabilities, the curriculum may be differentiated to meet individual needs. At the middle and high school levels, PUSD offers courses in all academic areas. Students have open access to grade-level courses. For the 2022-23 school year, we have added a new administrator position  in the district to support an increase in the number of students meeting the A-G requirements.   From the 2020-2021 to the 2021-2022 school year, we increased the number of enrollments in CTE courses by over 10% (from 7361 in 2020-2021 to 8113 in 2021-22). Pathway Completion increased by over 46% in the same time period (from 884 to 1295). The number of CTE course offerings at Middle and High Schools also experienced a slight increase over the past year (increased by 1.17%). We continue to develop and promote pathways in high wage, high skill, high demand industry sectors, including computer science, engineering, and health sciences. In addition, we have also made significant progress in our efforts to increase the enrollment and completion of pathways by our historically underrepresented student populations."	"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.  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."	"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. Additionally, We are exploring additional opportunities for student access in middle school through a formal Middle School Redesign committee.     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, and under the A-G Completion Grant, we added a new position in the district held by an assistant principal.. 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 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 have continued our partnership with local post-secondary institutions, and in August of 2022, we open a new school - the Poway to Palomar Middle College High School."	Met		6/2/2022	2022
19647330127936	PREPA TEC - Los Angeles	7	"Academic Indicators of Growth:  On the 2017-2018 Smarter Balanced Assessment Consortium (SBAC), Academia Moderna has 32.61% of students who exceeded or met the standards in English Language Arts. Last year, Academia Moderna had 32.35% of students who exceeded or met the standards in English Language Arts. This is a growth of .26%. On the 2017-2018 SBAC, Academia Moderna has 30% of students who exceeded, or met the standards in Mathematics. Last year, Academia Moderna had 20.42% of students who exceeded or met the standards in Mathematics. This is a growth of 9.58%.  During the 2021-2022 Smarter Balanced Assessment administration, AMCS achieved overall participation and completion rate of 99.15%. And for the CAST the achieved percentage was 97.53%. Results are still pending.  We are on year three of PBIS Implementation. A focus of the PBIS model was to implement PBIS strategies school wide through the teaching of the IB Learner Profile. We have successfully lowered the suspension rate. There were only two suspensions during the 2021-2022 school year.  The EL Master plan included program expansion to address the needs of English Learners. An ELD Coordinator and a part time ELD Aide were added to assist in the monitoring of the program as well as meeting program requirements and providing Teacher support in the areas of ELD instruction and ELD assessment. The ELD Program at Academia Moderna has been working hard to improve overall student outcomes. AMCS reclassified 10 students"	All students have access to the IB Programme.	We differentiate and scaffold for all students to receive the IB Programme.	"Continue to raise the rigor of the academic program, percent of parent engagement and facilities upkeep."	Met		6/8/2022	2022
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."	Met		6/23/2022	2022
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: 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: 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 2021-2022 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 2021-22 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 2022.    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 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 and barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services for 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 Youth 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."	Met		6/16/2022	2022
39754990102384	Primary Charter	7	All students have access to all curriculum offered at Primary Charter. This is tracked through classroom observations and curriculum planning.	All students have access to the curriculum as well as classes with visual and performing arts teachers and a Spanish teacher. The students have PE daily with credentialed teachers.	"Currently, there are no barriers preventing Primary Charter from accessing a broad course of study for its students."	We believe all students have access to a broad course of study for all students.	Not Met		10/10/2022	2022
11626460000000	Princeton Joint Unified	7	Students have access to a variety of courses at Princeton Jr/Sr High including expanded electives in our CTE pathways.	"The addition of another Ag teacher has allowed Princeton Jr/Sr high to expand its CTE pathway. Additionally, the opportunity to partner with Butte Community College has expanded course offerings for courses that are not offered at school because of limited enrollment."	The small size of Princeton Jr/Sr High can limit access to higher level courses and expanded electives.  We continue to find ways to support all students to access courses of interest.	The governing board approved an agreement with Butte Community College in order to expand course offerings for all students.	Met		6/23/2022	2022
36678763630993	Provisional Accelerated Learning Academy	7	"All students that enroll in the PAL Charter Academy go through an enrollment process that allows us to evaluate where students are academically, socioeconomically, and emotionally. We also assess other needs they may have. This process is important in gathering all student data and information needed to track and keep accurate records, placement, and supportive services. Students are given a diagnostic assessment prior to attending classes to identify core academic areas in need of improvement. Based off of this information students are enrolled in the the appropriate course levels and support courses. The assessment is given in the subjects of literacy and numeracy. Our guidance counselors use this data to map out the best course of action for students. We have enrichment courses to help out students raise their math skills and English skills necessary to succeed in the English and math courses."	Students at PAL Charter academy have a wide range of CTE and academic courses available to take at our schools. All school sites in PAL Charter Academy share their course offerings. Academic courses are all A-G approved by the state of CA and all CTE/elective courses range in subjects that represent various learning styles and forms of activities. All students may enroll into their choice of CTE/elective courses to complete school and district requirements. The student’s guidance technician will meet with individual students to map out the best course of study toward graduation. The mapping of courses is derived from the individual student’s transcripts. The offering of courses at PAL Charter Academy are updated each trimester depending on the course needs of our student population and the CTE likes by our students. All students have access to the courses and they are available for the students.	"PAL Charter Academy strives to provide access to a broad course of study for all students. One barrier for our school to offer more courses is funding. If more funds were available, more courses could be offered to students."	PAL Charter Academy is constantly updating the course needs and offerings for students to be relevant to modern educational needs. Guidance counselors provide student surveys at the end of each semester to ensure that our courses are relevant to the likes of our student population. Parent and community input about courses is also gathered through various community and parent events offered by the school. These surveys provide the school system an opportunity to seek student input about possible future course offerings. PAL Charter Academy and its administration are constantly in the school community reaching out for support to bring in broad course offerings to our students.	Met		9/23/2021	2022
36678760109850	Public Safety Academy	7	"Public Safety Academy believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, Lab Science, VAPA, Foreign Language, Computer Literacy, and Physical Education, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by the counselor, Advisory teachers, students and parents/guardians to monitor whether the student is on track to graduate. This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study."	"An analysis of the measures listed 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."	"During the 2021-2022 school year the goal to improve effective data collection and analysis to inform instruction was somewhat hindered as a result of learning loss during distance learning (over the course of the prior year). PSA staff worked in committees to analyze school-wide STAR benchmark results; however, benchmark goals were significantly lower than they should have been at the beginning of the school year. While student achievement did improve, it was due to a shift in focusing on in-depth data analysis to reacclimating students to in-person learning, rigor, and social-emotional behaviors. Remediation, mental health services, and school culture often took precedence over data analysis and lesson design. As PSA moves forward into the 2022-2023 school year, there will be a shift back to a heavy focus on data analysis using STAR, CAASPP Interims, and CAASPP IAB assessments. Additionally, PLC committees and departments will focus on using this data to design rigorous lessons that are accessible to all students."	Not Met		10/20/2022	2022
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 via various means."	Met		1/26/2022	2022
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."	"For grades TK-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 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’ 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."	Met		1/26/2022	2022
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.  In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered via various means."	Met		1/26/2022	2022
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.  In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered via various means."	Met		1/26/2022	2022
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’ 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."	Met		1/26/2022	2022
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."	Met		1/26/2022	2022
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."	Met		1/26/2022	2022
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). In 9th grade spring semester through 12th grade students may take dual-enrollment classes."	"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 via various means."	Met		1/26/2022	2022
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."	Met		1/26/2022	2022
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 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."	Met		1/26/2022	2022
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.  In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered via various means."	Met		1/26/2022	2022
19647336120471	Puente Charter	7	Provide an all subjects program plan for grades TK-5 including: • Arts Program {Theatre of Hearts Youth First) Artist in Residence Program - all grades • Neighborhood Music School (Music Instruction):  •       Gr 3-5 & ELD Curriculum adoption • Math: differentiated instruction • SEL • differentiated instruction: reading & writing • positive behavior supports • Science curriculum adoption • Health & Safety	"All PUENTE students in our grades TK-5 have access to, and enrollment in, a broad course of study, including all student groups."	There are no existing barriers for PUENTE from providing access to a broad course of study for all students.	"PUENTE is strategically positioning ourselves to respond to the social and emotional needs of our students by prioritizing social and emotional learning in pursuit of wellness for all students, families, and staff through a relationship and evidenced based, personalized approach.  PUENTE will collect, monitor, disaggregate and analyze data (formative, summative, interim and demographic) to better inform all instructional decisions and calibrate instruction to meet each student's needs. Through systemic protocols in the analysis of data school-wide, by grade level, and by student, we will create stronger intervention programs as part of our MTSS to address the needs of all subgroups; measure program efficacy; ensure allocation of staffing and financial resources to support the school's mission and organizational goals."	Met		6/15/2022	2022
10624146117865	Quail Lake Environmental Charter	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."	Met		6/28/2022	2022
10623800000000	Raisin City Elementary	7	The Raisin City Elementary School’s schedule was examined for instruction.	It was found that no significant gaps exist between the access low-income students have to the above classes and access by the overall student population.	No limitations to offering a broad course of study were noted.	"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."	Met		6/13/2022	2022
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 91.7%, this is an increase from 91.1% from the previous year. As noted on the CA Accountability Dashboard, of our unduplicated students, socio-economically disadvantaged students dropped slightly by 0.4% from the previous year; students with disabilities demonstrated a 1.9% increase over the pervious year; Hispanic students demonstrated n increase of of 5.7% and English Learners demonstrated an increase of 14.3% over the previous year."	"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, students in grades TK-6 and 9-12 have access to a broad course of study. With the implementation of NGSS, science teachers no longer have the space in their course to teach the health standards, as a result Health was not offered at the middle school level in the 2021-2022 school year."	RUSD is in the process of offerings of Health at the middle school level.	Met		6/23/2022	2022
18641620000000	Ravendale-Termo Elementary	7	"Using the School Information System (Schoolwise), the District is able to run reports that check enrollment status for students across all grade levels. Student enrollment is crosschecked against their grade levels to ensure that they are enrolled in the correct courses for their grade level. Additionally, registration in coursework is crosschecked to monitor enrollment in appropriate coursework for unduplicated students, homeless youth and students with exceptional needs. Regular monitoring of classroom instruction and achievement reporting by Site Administrators helps ensure that students are receiving access to all required coursework."	"Upon registration at Juniper Ridge Elementary School, no matter their grade levels, students are enrolled in a broad course of study that affords them access to all required courses. Per education code 51210 Elementary Course of Study, students in grades 1-6 receive instruction in English, Mathematics, Social Science, Science, Visual and Performing Arts, Health and Physical Education. In grades 7-8, students are enrolled in the appropriate studies per education code 51220 with the exception of foreign language. The District has initiated a course for students to take a foreign language through an online provider. The provider is also used occasionally to meet Ed Tech courses for our older students."	"Based on the results of our locally selected measure, the greatest barrier to providing access to a broad course of study for our students is our ability to provide enough time and space for our 7-8 students to receive a wide variety of coursework. With only one teacher and our small student population, a wide variety of courses is difficult to achieve. The District will work with our stakeholder groups to brainstorm ways to meet student needs during the LCAP process this coming year."	The district will continue to monitor and track student access and enrollment in a broad course of study.	Met		6/22/2022	2022
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 more of our students in TK-5 are accessing grade level content 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 1920) 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)."	Met		6/23/2022	2022
49709380120121	REACH	7	"We assess throughout the year at regular intervals using EasyCBM, integrating that data with our SIS, Powerschool to identify students and groups and their achievement levels and areas.  The school resides on a single campus and is pretty small. So, in addition to the regular measures associated with assessment software and our SIS, teachers can also identify through in-class projects and tasks."	"As a tiny school, all students have a very mixed school including access to academics, arts, outdoor education,"	The major barriers to broadening our curriculum have been rooted in the budget of a school this size.	"Previously, arts were facilitated through the projects we offered. This year, we are pulling an arts program out from PBL, to address the specific arts-based concern"	Not Met		9/14/2022	2022
33672150126128	REACH Leadership STEAM Academy	7	"All students at REACH Leadership STEAM Academy, including unduplicated student groups, and individuals with exceptional needs, have access to, and are enrolled in, a broad course of study 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	N/A	N/A	Not Met		9/26/2022	2022
52716390000000	Red Bluff Joint Union High	7	"The district uses multiple measures to track students access to a broad course of study.  The college and career indicator on the California Dashboard is broken out by student groups and measures the  college and career readiness for students graduating.  The criteria for the indicator includes a-g completion rate, Dual Enrolled and Advanced Placement enrollment, and CTE course completion.  Completion in these areas indicate a broad coarse of study.  The district also analyzes the AP test results as an outcome of a broad coarse of study.  Furthermore, the district requires all students to graduate with a CTE two-year course completion.  Students with disabilities are provided opportunities in CTE courses.  In order for students to access the broad course of study with support, the district has expanded its co-teaching to include all core classes, Art, and PE.  This allows for students who need additional support to access the core curriculum."	"The district uses multiple measures to track students access to a broad course of study.  The college and career indicator on the California Dashboard is broken out by student groups and measures the  college and career readiness for students graduating.  The criteria for the indicator includes a-g completion rate, Dual Enrolled and Advanced Placement enrollment, and CTE course completion.  Completion in these areas indicate a broad coarse of study.  The district also analyzes the AP test results as an outcome of a broad coarse of study.  Furthermore, the district requires all students to graduate with a CTE two-year course completion.  Students with disabilities are provided opportunities in CTE courses.  In order for students to access the broad course of study with support, the district has expanded its co-teaching to include all core classes, Art, and PE.  This allows for students who need additional support to access the core curriculum."	"The district uses multiple measures to track students access to a broad course of study.  The college and career indicator on the California Dashboard is broken out by student groups and measures the  college and career readiness for students graduating.  The criteria for the indicator includes a-g completion rate, Dual Enrolled and Advanced Placement enrollment, and CTE course completion.  Completion in these areas indicate a broad coarse of study.  The district also analyzes the AP test results as an outcome of a broad coarse of study.  Furthermore, the district requires all students to graduate with a CTE two-year course completion.  Students with disabilities are provided opportunities in CTE courses.  In order for students to access the broad course of study with support, the district has expanded its co-teaching to include all core classes, Art, and PE.  This allows for students who need additional support to access the core curriculum."	"The district uses multiple measures to track students access to a broad course of study.  The college and career indicator on the California Dashboard is broken out by student groups and measures the  college and career readiness for students graduating.  The criteria for the indicator includes a-g completion rate, Dual Enrolled and Advanced Placement enrollment, and CTE course completion.  Completion in these areas indicate a broad coarse of study.  The district also analyzes the AP test results as an outcome of a broad coarse of study.  Furthermore, the district requires all students to graduate with a CTE two-year course completion.  Students with disabilities are provided opportunities in CTE courses.  In order for students to access the broad course of study with support, the district has expanded its co-teaching to include all core classes, Art, and PE.  This allows for students who need additional support to access the core curriculum."	Met		6/16/2022	2022
52716210000000	Red Bluff Union Elementary	7	"Course enrollment and course performance data is tracked using the tools available in the District's student  information system, master schedules, student schedules, and staffing. Master schedules are developed to assure  equity in the amount of time dedicated to each course of study across grade levels, as well as equity in access for all  students across all student groups and individuals with exceptional needs."	"As an elementary school district with one middle school, currently on an elementary schedule, district-wide  students have access to all core courses and our English Learners to English Language Development (ELD) in  addition to core course access. As a result, all students have access to and are enrolled in a broad course of study  with no difference in access across sites or student groups."	"One of the barriers in offering a broad course of study inclusive of foreign languages, for example, at grades 7-12  is the current structure of the middle school. The schedule and offerings are dependent upon teacher credentialing in  the study courses. As a result of the middle school adopting an elementary school schedule, the majority of teachers hold multiple subject credentials."	"After careful evaluation of student progress over multiple years, student outcomes remain flat and consistent year  after year. With a high percentage of students not reaching grade level, it was imperative to examine the  effectiveness of our current master schedules at elementary sites and the structure at the middle school. Equitable  access to content across core subjects needs for all students needs to be consistent across all elementary sites. Our  middle school structure is gradually shifting to a model that will incorporate more specialized opportunities in both  core and elective subjects as we pivot back to a traditional middle school model."	Met		6/14/2022	2022
45699710135848	Redding Collegiate Academy	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 student groups have access to a broad course of study.	There are currently no barriers.	No revisions will be made at this time.	Met		5/25/2022	2022
45701100000000	Redding Elementary	7	All students have access to required courses as verified by the site administration	All students have access to required courses as verified by the site administration	N/A	N/A	Met		6/28/2022	2022
45699480134122	Redding School of the Arts	7	"RSA continues to monitor and ensure that all students have access to a broad course of study.  * The school utilizes the Aeries Student Information System 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."	"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, and technology based teachings within other courses of study,  *  2/3 of the school population are enrolled in our mandarin foreign language program."	"Barriers identified from preventing  RSA from providing access to a broad course of study for all students, stemmed mostly from Covid-19 Restrictions.  These restrictions limited our opportunity to provide access, specifically related to providing Career and Technical Education, for 7th and 8th grade students."	"With Restrictions for Covid-19 being lifted we are again able to provide Career and Technical Education opportunities for all middle school students.  This includes: Professional career presentations/ guest speakers at select theme days or during regular class time. Counselors to provide opportunities for College and Career exploration through direct presentations of collaboration with teachers to provide interest inventories, and partnering with  local colleges and providing connections to participate in College/Career Day events."	Not Met		10/18/2022	2022
45104540132944	Redding STEM Academy	7	"Redding STEM is using classroom schedules, IEP and 504 documents, internal assessment data, 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 throughout the year. 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. Students participate in MakerSpace, PE, Art, math, science lab and teacher led science lessons, language arts, social studies, social emotional learning and a myriad of other topics throughout the year."	"There are no serious barriers to students having access to a broad course of study with the exception of the limitations brought on by COVID guidelines. 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."	RSTEM works to ensure that all students have access to a broad course of study. No revisions were needed as the school has a solid plan for ensuring that all students have access to a broad course of study.	Not Met		9/28/2022	2022
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- 83.9% 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 77% English Learners; 74% Economically Disadvantaged; 81% of African American Students; 87% of Hispanic Students; and 71% Students with Disabilities have access to or are enrolled in a broad course of study.   SECONDARY- 93.3% of respondents agreed that RUSD students in grades 7-12 are enrolled in a broad course of study. In a student group analysis, respondents felt that 62% English Learners; 100% Economically Disadvantaged; 85% of African American Students; 93% of Hispanic Students; and 85% Students with Disabilities have access to or are enrolled in a broad course of study."	"ELEMENTARY- Barriers that the LEA face to providing access to a broad course of study for elementary students: need more staffing; need more funds for enrichment; need more materials for health class; need more sensitivity training; need updated curriculum, students in intervention miss out on activities and enrichment; need devices for economically disadvantaged students; need transportation; focus on quality; need more teacher training.  SECONDARY- Barriers that the LEA faces to providing access to a broad course of study for secondary students: more options for different settings needed; additional staffing needed; not enough science lab space (Middle School); additional training needed; need more equity in master schedule; and support classes taking the place of electives."	"SURVEY RECOMMENDATIONS TO BE CONSIDERATIONS- More training on what a broad course of study should look like at each level and fidelity to courses we currently offer; be cognizant about different cultures and language barriers when assisting students and parents about their understanding about the importance of a broad course of study; utilize local and state funds to increase awareness and participation of all student groups in a broad course of study; continue focus on Social Studies and Science adoptions; trainings on how to support EL and Special Education students in the regular classroom; consider staffing and professional development in EL and Special Education inclusion practices; need for increased CTE Pathways with clear sequences that lead to certifications. Finally, there needs to be better communication to stakeholders on the different types of offerings that are available."	Met		6/14/2022	2022
19753410000000	Redondo Beach Unified	7	"The locally selected measures and tools that the Redondo Beach Unified School District employs to track the extent to which all students have access to and are enrolled in a broad course of study are as follows: the district's Power School student information system (SIS), SIS Performance reports, ‘a-g’ enrollment reports, CA Dashboard College Readiness data, yearly DataQuest data on course enrollment, AP enrollment, AP exam results, honor course enrollment and completion data, district counseling team graduation plan data and tracking via Naviance. Data measurements are disaggregated and analyzed by grade span, unduplicated student groups, and students with exceptional needs."	"All students in the Redondo Beach Unified School District have access to and are enrolled in a broad course of study, based on the district's locally selected measures and monitoring tools."	"The Redondo Beach Unified School District has not identified and does not have barriers preventing the District from providing access to a broad coast of study for all students. Further, the district's use of the co-teach model is designed to ensure students with disabilities have access to a broad course of study and are being serviced in a least restrictive, highly-rigorous environment."	"The RBUSD will continue to track all student enrollment in courses using our student information system, monitor access by counseling teams and administrators, and make adjustments to master scheduling as necessary to continue to ensure open access and enrollment in a board course of study. RBUSD continues to look to expand additional course offerings to further CTE pathways, partnering with local community colleges to provide college and career opportunities, and to further meet the needs of individual students, including those with disabilities."	Met		6/28/2022	2022
41690050000000	Redwood City Elementary	7	"Review of daily schedules, PowerSchool, Attendance/Engagement forms"	"District’s curriculum provides instruction not only core subject (Math, Language Arts, Social Studies and Science) but also other courses such as Art, Music, Drama, World languages, and Nutrition.    Broad Course of study grades 1 - 6: English, Math, Social Science, Science, visual and performing arts, world languages (Spanish and Mandarin) health, PE Broad course of study grades 7 - 8: English, social science, world languages, PE, science, math, visual and performing arts"	A broad course of study is provided for all students.	"Additional high quality electives are being provided and researched to be offered during the school day and in the extended learning programs offered at sites.  Currently, partnerships are being developed with local Boys and Girls Club, the City of Redwood City, Police Activities League, mariachi bands, folklorico dancers, and theater productions."	Met		6/29/2022	2022
12626790137653	Redwood Coast Montessori	7	"On-going oversight and review through the WASC accreditation process. Interim assessments provided by CAASPP, Internal review and assessment processes including administrative and teaching staff."	"Based on the results of the CAASPP summative assessments and the on-going DRA assessments, all student groups are making progress in the 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 indicates that the 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 put greater emphasis on the use of the CAASPP interim assessments to identify areas the 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 and IEP or 504 plan."	Not Met		10/12/2022	2022
23656152330413	Redwood Collegiate Academy	7	"As a small independent charter school, all students have access to and participate in the same course of study designed to meet the University of California’s a-g requirements. Therefore, we do not need a specific tool to track the course work. The class schedule is evidence of their course work."	"As a small independent charter school, all students have access to and participate in the same course of study."	"The main barrier to offering a broader range of courses is the size of the school. Each grade only has 15-25 students in it, limiting the resources available to spend on increased staff. However, the school does offer concurrent enrollment options through Mendocino College for students in grades 11 and 12. Additionally, the school offers after school electives that include courses in archery, robotics, and yearbook."	The school is modifying its 7th grade course offerings to include introductory robotics as part of an initiative to expand STEM opportunities for students.	Met		6/14/2022	2022
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. As we are moving back to more normalcy in our programs, the barriers seem to be more associated with social-emotional issues."	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 coming school year.	Met		6/21/2022	2022
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 (authorizing district) 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.  One 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."	Met		6/14/2022	2022
16739320000000	Reef-Sunset Unified	7	"Reef-Sunset Unified School District (RSUSD ) uses 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 2020-21, the A-G completion rate was 43.6%. Career Technical Education (CTE) Pathway Completion, in 2020-21, 8.7% 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 Dual Enrollment/Career Technical Education (CTE) TOSA 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.   In 2021-22, approximately 36% of English Learners in RSUSD were considered Long-Term English Learners ( LTEL).  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."	Met		6/16/2022	2022
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, CalArts, and UCLA guides students from diverse ethnic, economic, cul"	"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 100% 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 per"	"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."	Met		6/21/2022	2022
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, educational partner surveys, the Rescue Union School District has broadened the elective courses offered at middle schools and strengthened our elementary music program. The district also remains committed to ensuring that all students, regardless of gender, ethnicity, disability status, or other class is provided with access to, and enrolled in, a broad course of study."	Met		6/28/2022	2022
36678500000000	Rialto Unified	7	"Rialto USD uses the Transcript Evaluation Service provided by the University of California Riverside and monitors the A-G , Graduation, and Dropout rate, as well as the College Career Indicator in order to ensure students have access to and are enrolled in a broad course of study."	"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 at our continuation high school rarely met the A-G requirement."	"After reviewing the data, the District noticed that a high number of students are failing their 9th and 10th grade English. The data also highlighted that the graduation rate for students receiving special education services grew the least when compared to the other student groups. Finally, the data indicated that the District's Advanced Placement scores were low."	"The District will start focusing on Standards Based Grading during the 2023-2024 school year for Elementary and during the 2024-2025 school year for Secondary. While working towards this goal, the District will also monitor the D and F rate at secondary schools at each quarter to identify struggling students. 8th grade will develop a 4-year plan in Naviance that they will continue to revisit with their counselor and teachers throughout their high school career. And for the CCI indicator, the District will focus on the Rialto College Start Program, we'll continue to strengthen the college going culture by incorporating college days at our school sites, FAFSA completion by all students, and we’ll continue to use Naviance for postsecondary planning."	Met		6/22/2022	2022
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.	Met		6/22/2022	2022
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 courses are offered to all students eligible in those classes and grade levels. In our junior high all students prior to the pandemic had access to our career pathway lab.  This will be rejuvenated in the upcoming two years as we build it back up."	"• 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 attend their computer class, prior to COVID. All junior high students have a dedicated computer class every day. Students in the elementary classes have our music teacher rotate through their classrooms at least once per week to have foundational instruction in musical instruments along with a lesson in music appreciation and history. Students in the 4th through the 8th grades are eligible to join marching band, indoor percussion and varying musical bands/groups. 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 during their elective.  Science electives includes robotics and rockets"	• RSD is a one school district that is small and 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. Richgrove struggles in keeping its Dual Language Immersion class in the junior high due to a lack of proper credentialing and sufficient student desire to continue in the program. RSD also struggles to keep a large student population in the area of music in the junior high age range. Many students have dropped out of band by the time they reach junior high.  The Career Pathway lab is also in hiatus at this time as that classroom was needed for other staff during COVID.	"• RSD is attempting to see which credentials are held by the hired candidates that would allow for us to offer more courses.  We are also researching the possibility of building or modifying classrooms for more consistent offerings of broader courses. In the area of music, a second staff member was brought in with a wealth of experience and our part time band director will be coming on full time. The hope is that a full-time director can hold the interest of older students and recruiter more successfully.  With the addition of the ELOP grant the hope is to also offer more music, STEM and Arts and Craft during the summer for students."	Met		6/16/2022	2022
15635780000000	Richland Union Elementary	7	Master schedules and our student information system are used to track which students have access to and are enrolled in a broad course of study. This is the case at our three TK-6 campuses and our 7th-8th grade junior high.	"100% of students of our students at all campuses have access to a broad course of study. In addition, we have a Zero Period at our 7th and 8th-grade junior high campus that allows for Additional Elective Classes for our unduplicated students. 7.9% of our low-income students, 11.4% of our English learners, and 0% of our foster students are taking advantage of this additional opportunity. We also have 52.1% of our students with disabilities in general education class for more than 80% of the instructional day. We do have a Dual Language program offered to all students in our district that is housed at one of our elementary sites. Currently, we have K-3 classes, with the cohort growing each year."	"Some of the barriers we have to offering more include limited staffing; availability of facilities, the ongoing need for training and support in inclusion practices, and in the case of our Dual Language program, parent interest."	"We will continue to advertise and offer our Dual Language Immersion program, growing a grade level each year. We have Project Lead the Way at 2 of our campuses. GATE programs are offered at each campus. Through our Expanded Learning Opportunity programs, we are including more visual and performing arts opportunities. Career and Technical Education continues to be a focus at our junior high. And our professional development for Next Generation Science Standards will expand to include training in our newly-purchased science curriculum."	Met		6/27/2022	2022
07617960110973	Richmond College Preparatory	7	"All RCP students are required to take English Language Arts (ELA), social studies/history, math, science, health, physical education.  English Language Development (ELD) gives more support in English.   Curriculum maps are aligned to Common Core State Standards (CCSS). Unit plans identify vocabulary, forms, and functions required for English Learners. As needed, the Student Success Team helps students not making enough progress.   Teachers and instructional aides receive PD before, during, and after the school year in the following:               •  implementing the CCSS             • deepening knowledge of language development              • developing strategies for English Learners and other student subgroups    RCP uses ELD benchmarks and NWEA Measures of Academic Progress for ELA and math to gauge students’ strengths and weaknesses. Teachers use a cycle-of-inquiry to plan for students’ needs. RCP intervenes, as needed, in the classroom with small group/individual tutoring and after-school programs.  Saturday school also supports student learning.   RCP uses the Special Education Local Plan Area (SELPA) for timely identification and referral of students with special needs.  The Directors, the District’s Special Ed teacher,  RCP’s classroom teachers, an instructional aide, speech and occupational therapists, and our psychologist work to meet their needs.    All students also may choose from a broad selection of interesting and fun electives as described below."	"All RCP students have access to, and are enrolled in, a broad course of study via classes that prepare our students for college and career, including: Over the past five years, RCP has built 21st Century workforce skills into our curriculum to develop students' curiosity about technology and self-confidence. Students work with real things (e.g. models, hands-on projects, gardens). This constructivist approach offers academically rich environments that foster achievement, and enable even underachieving students to build a solid foundation for success as adults.  These electives help to fulfill this purpose:   • Students in Transitional Kindergarten (TK) through 5th grade may choose Gardening and Museum of Children’s Art (MOCHA).   • Students TK through 3rd grade may choose East Bay Center for the Performing Arts music class.   • Students 6th through 8th grade may choose Creative Writing, Woodshop, Illustration, Film & Photography.  The After-School program for 3rd-8th grade students includes: Music Production, Graphic Design, Arts & Crafts, Woodshop, and Makerspace, which teaches students visual communication through drawing, sketch modeling, and material studies. Students are taught to safely use manual and power tools. Makerspace includes Gravits software, which teaches students to use our laser cutter for their graphic designs."	The pandemic forced RCP to delay plans for a world language course in Spanish.  We have also faced challenges with both staffing and finding time in the school day to add an elective without replacing existing electives.	"RCP plans to provide a future elective world language course in Spanish.  RCP’s year-round music class three times a week for TK through 3rd grade students, in collaboration with the East Bay Center for the Performing Arts, provides the following special event that broadens students’ real-world experience:   At the close of the school year, students perform for parents and the community at the Center. In 2021-2022 the showcase performance was on the RCP campus."	Met		6/23/2022	2022
15101571530500	"Ridgecrest Elementary Academy for Language, Music, and Science"	7	"REALMS uses its student information system (Aeries) to ensure all students have access to, and are enrolled in, a broad course of studies.  Aeries allows our district to disseminate data based on our unduplicated student groups and individuals with exceptional needs.,"	"REALMS is a one-school district.  All of our students are provided the same access, and are enrolled in a broad course of studies."	"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 will continue to support the whole child in every day of instruction.  Students will continue to have access and participation in coursework daily in ELA, Math, Music, Art, Modern Language, PLTW, and ELD (if required)."	Not Met		10/24/2022	2022
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, student surveys, electives offered, and participation in extracurricular activities."	"For the 2021-22 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 study 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 that provide additional support or enrichment. All Rim secondary students have access to a broad course of study within the school offerings built into the master schedule. Since Rim has 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 comprehensive high school. Although we are a small district, we have been able to increase the number of AP courses offered over the past few 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 a review of our course descriptions and A-G course offerings including A-G approved CTE courses. We are continuing the process of evaluating any additional courses eligible for A-G course identification."	"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. 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 educational partner groups as we evaluate our LCAP and plan for continuous improvement."	Met		6/23/2022	2022
49708960000000	Rincon Valley Union Elementary	7	"All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study."	"For the 2022-23 year, 100% of Rincon Valley Union School District’s students had full access to a broad course of studies."	None	New History Social Science adoption beginning in the 22-23 school year.	Met		6/21/2022	2022
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 are to take place. The district will continue with its practices ensuring all students have access to a broad course of the student.	Met		6/13/2022	2022
12630080000000	Rio Dell Elementary	7	The district uses a school wide student information system that gives access to students class placement in grades TK-5th and gives course schedule for students in 6th-8th grade. Information for courses offered and students enrollment is also uploaded yearly into CALPADS.	"For the 2022-2023 school year Rio Dell School district has opened up TK classes to any student who turns 5 during the school year. PE classes at the middle school for students in 6th-8th grade were increased in length to include a health and fitness component to weekly lessons, as well as a Spanish class being offered to students in 6th-8th grade. We also have partnered with our local high school in order to provide a CTE pathway in agriculture."	"In many cases the barrier is finding teachers that are qualified in a specific skill to teach in the classroom. Our middle school teachers all have a multiple subjects credential, and a few hold a single subject credential. A barrier is that due to these credentials we are not able to have departmentalized classes based on subject matter but have to be creative on how students rotated between classes at the middle school."	"For students in grade TK-8th the district has recently purchased and offered district training on the Spark PE curriculum. In grade 4th-8th Health and Fitness is incorporated into lessons, as well as Spanish as a world language for students in 6th through 8th grade."	Met		6/23/2022	2022
56725610000000	Rio Elementary	7	"Rio School District has expanded the program of study for all students and monitors implementation through the annual LCAP review process.   1) Monitoring a full implementation of a Dual Immersion school k-8 where students in  8th grade have the option to take the Advanced Placement Spanish and Culture exam where this past year 100% of 8th graders who took the exam passed. The Rio School District has also started a new Dual Immersion School, based on parent request, to help support the need for multi-language supports.  2) The LEA is in full implementation of a STEAM Academy School where students are engaged in daily STEAM activities along with CTE options for 6th-8th grade students.  3) The LEA provides art and music classes at all sites.  4) The LEA provides a robust summer school academy along with a summer language academy to support English Learners.  5) The LEA provides an extended day program for students with exceptional needs at all sites. This is in addition to the extended day program that is available to students for after-school engagement."	"Rio School District provides access to a course of broad study to all students at all sites. Art, Music, GATE, 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. The LEA's STEAM school has CTE courses and although students at other schools don't have access to those classes, the district supports similar classes which closely align and improve engagement on all campuses."	"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 returning to in-person instruction after being in online instruction during the pandemic.  In addition to a higher than usual absence rate, there is an increase in social and emotional needs that need to be addressed as students return to school.  As a response to this, the Rio School District has supplemented core academic programing with extended day opportunities and other course offerings in highly engaging areas such as art, dance, music, cooking, gardening and outdoor education in addition to supporting effective instructional strategies during the school day."	"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 of supporting a broad course of study. The LEA is  supporting learning needs through the expansion of instructional support in literacy and math. With the increased support of instructional assistants and lower class sizes students will receive an increased level of one on one or small group guidance to accelerate learning progress across all school sites. In addition to increasing adults to support students, the LEA is continuing to expand the district dual immersion program as a response to the community need and request for multi-lingual programs."	Not Met		9/29/2022	2022
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 2021-2022 school 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."	Met		6/9/2022	2022
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. Additionally, Ripona Elementary is finishing year 1 of a dual language academy that started with grades kindergarten and 1. All Ripon Unified families may apply for kindergarten spots each year. Students are placed based on the program's plan which requires 50% English learners and 50% English only students. 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 or at California Connections. 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."	Met		6/27/2022	2022
19647330136994	Rise Kohyang Elementary	7	"The school uses Aeries 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 the core curriculum consisting of English, Mathematics, Science, Social 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, Science, Social Sciences (integrated with literacy), Mathematics, Science and Visual and Performing Arts."	"The greatest barrier to providing a broader course of study at the 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, the school offers a variety of exposure opportunities through field trips, robust after school programming, and student assemblies."	Met		6/23/2022	2022
19647330133868	Rise Kohyang High	7	"The school uses Aeries 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 the 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, the 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."	Met		6/23/2022	2022
19647330124222	Rise Kohyang Middle	7	"The school uses Aeries 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 the core curriculum consisting of English, Mathematics, Science, Social 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."	"The greatest barrier to providing a broader course of study at the 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, the 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."	Met		6/23/2022	2022
09100900930131	Rite of Passage	7	"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, staff at Q House successfully launched more CTE options for students."	In 22-23 we intend to expand upon CTE opportunities for all students at both sites.	Met		6/21/2022	2022
57726940131706	River Charter Schools Lighthouse Charter	7	"River Charter Schools 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 River Charter Schools students are enrolled in a broad course of studies, including Art, Music and Physical Education."	No barriers have been identified at this time that would prevent students from accessing a broad course of study at any of the River Charter 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."	Met		6/20/2022	2022
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 impressively broad course of study 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 grade levels and 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."	"During the 2022-2023 school year RDUSD will continue the implementation of the board approved Master Plan for English Language Learners. The discussion about ensuring that 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."	Met		6/28/2022	2022
39773880127134	River Islands Technology Academy II	7	"All students, including unduplicated students and students with exceptional needs, have access and are enrolled in rigorous and broad courses of study that include 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. 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."	"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. There are no differences in the ways that students are enrolled in, or have access to a board course of study across student groups and grade spans."	Results of locally selected measures show there are no barriers to providing access to a broad course of study for all students enrolled.	"Results of locally selected measures show there are no barriers to providing access to a broad course of study for all students enrolled.  Because no barriers are identified, we will continue with our enrollment practice of all students in a broad course of study, with on-going verification to ensure that access for all students remains."	Met		6/16/2022	2022
49708470119750	River Montessori Elementary Charter	7	"Data and records are maintained to track the extent to which each and every student has access to, and is enrolled in, a broad course of study consisting of Montessori instruction, aligned to California state content standards, as well as any necessary intervention, accommodations, and assistance needed regardless of income, race, primary language, disability, and/or family situation.  Data, records, and documentation are maintained regarding collaboration among educators and specialists, support and professional development for faculty, and partnership with families to retain focus on the individual strengths and needs of each and every student."	"As determined by locally selected measures and tools, 100% of students, including unduplicated students such as English learners, low-income students, foster youth, and students with exceptional needs, have access to, and are enrolled in, a broad course of study."	"While there are no barriers in providing access to a broad course of study for all students, challenges include the continued reverberations and impact of the COVID-19 pandemic on student social-emotional development, self-regulation, and executive functioning, family strife and/or lack of alignment with Montessori pedagogy or CA state standards, and/or lack of participation or partnership among students and families with faculty."	"RMCS continues to observe, solicit, and seek understanding regarding students', faculty, staff, and family experiences at school.  Data from initial, mid-year, and end-of-year local and state assessments will continue to inform regarding students access to a broad course of study for each student, level, subgroups, and as a school.  Professional commitment and reflection by faculty and administration of individual, level, subgroup, and collective student progress, accomplishments, and areas of need ensures proper foundations in knowledge, skills, and abilities necessary for future academic and personal success."	Met		6/29/2022	2022
56105610122713	River Oaks Academy	7	"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 continue to add a-g approved courses each year. This year, we added our Integrated Science classes to the catalogue. We have offered our own career pathway classes and offer our college and career seminar for students to engage in career exploration."	"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 continue to add a-g approved courses each year. This year, we added our Integrated Science classes to the catalogue. We have offered our own career pathway classes and offer our college and career seminar for students to engage in career exploration."	"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 continue to add a-g approved courses each year. This year, we added our Integrated Science classes to the catalogue. We have offered our own career pathway classes and offer our college and career seminar for students to engage in career exploration."	"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 continue to add a-g approved courses each year. This year, we added our Integrated Science classes to the catalogue. We have offered our own career pathway classes and offer our college and career seminar for students to engage in career exploration."	Met		6/2/2022	2022
33103300110833	River Springs Charter	7	"Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when TK-8 students enroll, they are placed in required courses. Academy and Homeschool TK-8 students have access to several elective/thematic and all core courses. The homeschool boxed set includes ELA, history, and science. Math courses are chosen by homeschool parents based on preferences, learning, and teaching styles. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment. 8th-grade students have access to high school-level math and language courses. For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas to ensure that all students are enrolled in required courses of study and complete their graduation requirements with their cohort. We assess all 9th-grade students for interventions and they are all enrolled in Algebra 1 if not previously completed, with iReady Math support when needed. 9th-grade students that completed Algebra 1 in middle school, will be enrolled in the next level math course (Geometry). In addition, the Director of High School Programs reviews program schedules to ensure students are enrolled in a broad course of study. Academy and Homeschool 9th-12th grade students have access to several elective/thematic courses and CTE pathways on-site and online. School counselors create 4-year plans based on student goals."	"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. All 9th-grade students are assessed in math to determine interventions and support. IReady Math Bridge is used to fill gaps on their way to Algebra 1 completion. Also, the new POP program allows for mastery of the A-G LOTE and VPA requirements to fit into the college and career options that all students need to complete as part of the Post-Secondary graduation requirements. All CTE courses and dual enrollment courses are offered to all schools with 9th-12th grade levels.  Spanish and French courses are offered online through the rigorous VHL program. American Sign Language and music has been added to the virtual course offerings for all programs in high school. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs."	"As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study. The staff has been trained on virtual meeting platforms, effective hybrid instruction, and how to engage families and students with the LMS. The Instructional Support Department and CTE department are ensuring all students have access to all courses regardless of location for all high school students through the use of Canvas, workshops, and seminars. This includes offering Physics, Pre-Calc, and Probability and Statistics to all high school students in an online course with synchronous sessions."	"In High School, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Math Bridge, Reading Essentials, and Writing Essentials. Programs used are Write Score, Reading Plus, and i-Ready. In Tk-8, the LEA has added to the i-Ready Diagnostic and Online Instruction to include the Toolbox which contains both student and teacher-facing resources for small group instruction, one on one support, intervention, and acceleration. The school adopted VHL for Spanish and French as options in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study. The LEA expanded student access to live teaching. Students have access to live seminars with single-subject specialists weekly via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network. Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards to create an engaging and rigorous program for each student."	Met		6/9/2022	2022
37681893731072	River Valley Charter	7					Not Met			2022
50755560113852	Riverbank Language Academy	7	"RLA uses different formative and summative assessments to track student academic progress; this includes local and state assessments. The school has a partnership with NWEA (Northwestern Evaluation Association) to measure academic growth within and across years for a more complete view of student success. All students who graduate from RLA are on track for college-prep courses at the high school level and graduate as bilingual and bi-literate scholars. Additionally, about 50% of the graduating class obtains a Silver Seal of Biliteracy at the middle school level."	Students enrolled in our dual immersion program are offered access to a rigorous instructional pathway that prepares them to be bilingual citizens.	Students have access to the general academic pathway of our dual language immersion program.  One barrier preventing our charter school from offering additional student seats at RLA is our facility's capacity and space to house additional classrooms. Students that do not make it into our lottery are waitlisted to matriculate into our school.	"RLA has had a laser-like focus on biliteracy (English and Spanish) and the school has seen significant gains in CAASPP scores across all grades in English Language Arts. Additional academic support is offered to students not meeting English Language Development standards. The school has created intervention supports to ensure students making progress toward English proficiency. Additionally, RLA teachers participate in professional learning communities that are centered on student learning. The school will focus on the same PLC process for mathematics."	Not Met		9/21/2022	2022
50755560000000	Riverbank Unified	7	"The LEA has identified data related to student enrollment and program identification and need in an effort to plan, provide and implement educational opportunities and access to a broad and viable course of study.  The LEA provides multiple and numerous options for students and provides access to a myriad and broad scope of instruction and programs to support students in their growth and development."	The LEA has progressed and implemented a broad course of study for students as identified by the local student and programmatic data. This has occurred over time and continues to develop as needs and growth of the programs continue.  The size of the LEA creates an environment of replication and consistent access to students for all courses and pathways of study.	At this time there are no significantly identified barriers to the LEA’s ability to provide access to a broad course of study for all students.	"The LEA continues to consider student input and community feedback to stay current and engaged in responding to trends, desires and application of access to all students to a broad course of study."	Met		6/21/2022	2022
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 internal reports along with CALPADS reports, 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 ROP (Regional Occupational Program)/CTE (Career Technical Education) Enrollment."	"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 in the area of ROP (Regional Occupational Program)/CTE (Career Technical Education) Enrollment.  Students in these two demographic groups had less access to a broad course of study (ROP/CTE courses) because these two groups had a high number of courses that they needed to make-up for credit recovery.   Students fell behind in graduation requirements during the 2020-2021 year due to COVID-19.  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 2022-2023 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 2022-2023 school year."	Met		6/29/2022	2022
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 graduation requirements. All students, including unduplicated pupils and individuals with exceptional needs, were enrolled in UC a­g approved core academic courses based on their age and credit completion. The graduation status report was used to monitor grade-­level course completion of the courses in order to meet the required 200 credits for high school graduation. All students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)­(i).   Alternative Education utilized the Aeries courses scheduling report and the course approval form to ensure all students had access to a broad course of study across school sites. The process of enrolling students included the use of the RCOE Prospectus, Course Reference Guide, and the course approval form to ensure that students were enrolled in a broad course of study. No barriers were identified in preventing RCOE from providing access to a broad course of study for all students."	"In Alternative Education, all students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). RCOE Alternative Education utilized the Aeries courses scheduling report and the course approval form to ensure all students had access to a broad course of study across school sites. The process of enrolling students includes the use of the RCOE Prospectus, Course Reference Guide, and the course approval form to ensure that students are enrolled in a broad course of study."	"No barriers were identified in preventing RCOE from providing access to a broad course of study for all students. Technology was used to overcome any geographical barriers across sites. RCOE implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. RCOE Alternative Education provided English learners with challenging curriculum and instruction that maximized the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitated student achievement in the County Office of Education's regular course of study.  All students were scheduled in courses to meet the RCOE high school graduation requirements with specific attention to their individual preferences and college/career goals. Teachers provided standards-­based instruction in ELA, ELD, mathematics, history­/social science, science (NGSS), visual and performing arts, and world languages. Teachers continued the implementation of Universal Design for Learning (UDL) and Thinking Maps in the classroom. Teachers in Community school and Court school implemented service-­learning projects in history/­social science and science, and students completed personalized, interest­-based projects. These project­-based, service-­learning opportunities incorporated interdisciplinary ELA, mathematics, social studies, sciences, and college and career readiness."	"RCOE implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. RCOE Alternative Education provides English learners with challenging curriculum and instruction that maximize the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitate student achievement in the County Office of Education's regular course of study. Students who are classified as English learners shall not be denied participation in the standard instructional program of a school. The standard instructional program means, at a minimum, core curriculum courses, as defined in clause (i) of subparagraph of paragraph (6) of subdivision (b) of Section 33126, courses required to meet state and local graduation requirements, and courses required for middle school grade promotion. A middle school or high school pupil who is classified as an English learner shall not be denied any of the following:  • Enrollment in a full course load of courses that are part of the standard instructional program. • Enrollment in courses that are not part of a school’s standard instructional program that either meet the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5 or are advanced courses, such as honors or advanced placement courses, on the sole basis of a pupil’s classification as an English learner."	Met		5/17/2022	2022
36678270113928	Riverside Preparatory	7	"Riverside Preparatory school uses many different measures to determine and ensure that all students have access to a broad course of study. The school uses the student information system and data analysis tools to identify access based upon grade spans, unduplicated student groups and students with exceptional needs."	"At Riverside Preparatory all students in grades TK-12 are enrolled in a broad course of study. All students in grade TK-8 take core content classes which include; English Language Arts, math, science, social studies, physical education. All students in these grades also participate in music, visual arts, and technology daily. English Language Learners have designated ELD time built into their daily schedule, and English Language Learners at the middle school level have a designated ELD period daily. At the high school level (grades 9-12) have access to a broad course of study within their school offerings. All students have access to A-G approved, college preparatory classes. All students have access to Advanced Placement classes, and Juniors and Seniors have access to concurrent enrollment with a Community College or University. All students also have access to intervention classes that support the core content. There is also access to credit recovery to ensure students stay on track for graduation."	Ensuring that all students have access and are prepared for college preparatory classes continues to be a top priority for Riverside Preparatory. The A-G completion rates continue to rise every year and that will continue to be a focus	"All students at Riverside Preparatory go to school for eight hours to allow for more access to electives, college preparatory classes and individual time for personalized instruction. Riverside Preparatory utilizes LCAP Supplemental and Concentration grant funding to ensure access for all students."	Met		6/15/2022	2022
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 2021-22 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 2021-22 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 and the pandemic. These plans had to be put on hold until students returned to full-time in-person 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."	"To resolve the barrier mentioned in Question 3, in both 2021 and 2022, the RUSD Board of Education approved increases in funding within the LCAP for VAPA to increase the number of VAPA teachers for students in elementary grades. This will allow more elementary students to have organized and aligned music instruction and is being implemented in the 2022-23 school year. Additionally, 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 devised within our seven middle schools through the offering of a seventh period during the instructional day. This solution has made possible the offering of additional extension, exploration, and intervention courses for our students in grades seven and eight."	Met		6/16/2022	2022
34674210000000	Robla Elementary	7	The Robla School District 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. The Robla School District partners with Sacramento State University, String Project to provide access to music lessons at little or no cost to the family. The String Project is open to any 4-6th grade enrolled student."	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."	Met		6/23/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
07617540134072	Rocketship Futuro Academy	7	"We have an inclusion approach to education. All students in our school -- regardless of group affiliation -- are included in a broad course of study. We track this through a number of tools, including school day schedules that build academic subjects and topics like physical education and enrichment; assessment data trackers for all students (including those in unduplicated groups and with exceptional needs); thoughtful and compliant IEPs for relevant students; and attendance and engagement trackers for all students to ensure students are in school to access the broad course of study. In addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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 addition, we offer additional structures to further broaden the course of study for specific students who would benefit, such as extension work and check-in-check-out system. We have robust data tracking processes to ensure each student is engaged and succeeding across areas of study."	"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."	"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 transitioned back to full in-person learning, we continued to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remained in place for all students."	Met		6/9/2022	2022
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, 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. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music offered to every student enrolled in grades 4-8 and empowered with high quality instruction and instruments as well as expansion of science exploration through lab kits on-site, and online activities. Rockford has expanded the technology programs offering students opportunities for video broadcasting, coding, and robotics."	"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."	Met		6/23/2022	2022
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."	"Because all our students have access to a broad course of study we will continue to implement our process of monitoring and evaluating 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 studies."	Met		6/13/2022	2022
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."	"Because all our students have access to a broad course of study we will continue to implement our process of monitoring and evaluating 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 studies."	Met		6/13/2022	2022
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."	"Because all our students have access to a broad course of study we will continue to implement our process of monitoring and evaluating 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 studies."	Met		6/13/2022	2022
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 as prescribed by the Board of Trustees in our Local Control Accountability Plan (LCAP).  Additional courses for grades 7-12 include World Language(s), Applied Arts, Career Technical Education and Driver Education. Some highlighted actions to accomplish this include: adopting standards based curriculum, providing training to implement curriculum with integrity, regularly monitoring student performance data, engaging in Professional Learning Communities, and providing a multi-tiered system of supports and interventions to ensure all students develop a foundation of enduring skills.  One tool Rocklin Unified uses as a means to understand the percentage of students who have access to, are enrolled in, and complete a broad course of study is the A-G Readiness Report. Another tool RUSD uses to understand how students are accessing a broad course of study is participation in CTE courses."	"According to the A-G Readiness Report for 2020-21, data shows 70.3% of students are accessing and completing a broad course of study across the district, representing a 6.8% increase from 2019-2020. 73.1% of Rocklin High School students, 76.9% of Whitney High School students, and 0.04% 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, however these gaps are closing. For example, 46.3% of socioeconomically disadvantaged students and 14.5% of students with disabilities are accessing and completing a broad course of study according to this measure. This represents a 14.2% increase for socio-economically disadvantaged students and a 4.5% increase for students with disabilities from the 2019-20 school year to the 2021-22 school year.  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. A College/Career Readiness Improvement Committee will be brought together during fall 2022 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 restructuring 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 (specifically the addition of ASL as an alternative World Language course) continued during the 2021-22 school year and an anticipated change in percentages is expected in the 2021-22 graduation data. 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 of 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 continue during the 2022-23 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 implementing more everyday math courses to support students who need to continue with everyday courses for Integrated 2 and 3.  Learning Recovery courses in math will continue in middle schools."	Met		6/8/2022	2022
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, English Language Arts, and Science"	"100% of students continue to have access to a broad course of study, in core academic classes physical education and elective class. The elective classes offer enrichment in the arts, engineering, sports, foreign language, American sign language, STEAM, cheer, technology, music, dance, and communications."	We have limited space so that can sometimes be a barrier.	"Rocky Point Charter will focus on building up instructional levels in science, math and writing in the future to strengthen its existing program."	Not Met		9/20/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
33672310000000	Romoland Elementary	7	"Romoland School District uses Aeries, a student information system, to monitor enrollment trends for access at schools and across the district. Additionally, the master schedule and bell schedule at each school are tools to monitor access. The CDE DataQuest website is another source of data for monitoring enrollment trends.  Grades TK-5: Self-contained TK-5 elementary classes are developed with an intentional method in which the demographics of classes reflect the demographics of the school. All students, which encompasses English learners, foster and homeless youth, socio-economically disadvantaged students, and students with exceptional needs, have access to the core instructional subjects and curriculum. All students additionally have access to a certified single-subject physical education teacher. Students in grades 3-5 additionally have access to a music program with the opportunity to learn how to play a musical instrument.  Grades 6-8: With the 7-period day at the middle school, all 7th and 8th grade students, which encompasses English learners, foster and homeless youth, socio-economically disadvantaged students, and students with exceptional needs, are ensured access to an enrichment elective of STEM (Science, Technology, Engineering, Math), VAPA (Visual and Performing Arts), AVID (Advancement via Individual Determination), or LOTE (Language Other Than English). All students in 6th grade are ensured access to the elective wheel or AVID."	"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 as of the 2021-22 school year, course access is fairly easy to monitor and adjust. Our TK-5 students matriculate to one comprehensive middle school for grades 6-8 as of 2021-22. 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 comprehensive 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.  As of the 2022-23 school year, the District has added a new TK-8 school, an Alternative School of Choice, with three personalized pathways: Academy Program, Virtual Program, and Home School Program. Enrichment and elective opportunities are available to students enrolled in the new school, and an analysis of the course offerings will be conducted in Spring 2023."	"Due to Local Control Funding Formula (LCFF) and Local Control and Accountability Plan (LCAP) development with education partners, the District has added and expanded the academic and enrichment course offerings for students over multiple years. For 2022-23, a new peer leadership elective is being added to the comprehensive middle school.  Grades TK: With the onset of the LCFF and LCAP, the District added full-day Transitional Kindergarten (TK) classes at each elementary school site in the district many years ago. Due to recent legislation and corresponding education code amendments, additional TK classes will be at each elementary school through the 2025-26 school year to increase enrollment to serve all 4-year-olds.  Grades K-5: With the onset of the LCFF and LCAP, the 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 LCFF and LCAP, the 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, AVID electives expanded to include Gr. 6 AVID and AVID Excel; LOTE was expanded to include AP Spanish for Gr. 8 students. Additionally, there was an increase in the number of Computer Science classes offered. A new peer leadership elective is being added for the 2022-23 school year."	Met		6/28/2022	2022
15637500000000	Rosedale Union Elementary	7	"Students in grades TK-6 have access to and receive instruction in grade level appropriate core content curriculum.  Additionally students in grades 4-6 have access to expanded Elementary music instruction including music production in grades 5 and 6.  Students in grades 7-8, in addition to all core content area instruction, have access to a broad course of study through elective offerings.  All student groups are included in elective offerings."	"All 7th and 8th grade students have access to, and are enrolled in a broad course of study including: Project Lead the Way, Life Skills, Art, Technology, Choir, Band, Strong Body, Study Hall and Cross Age tutoring.    Only one of our two middle schools is able to offer CTE to their students due to having a staff member who also hold this credential authorization.  All student groups are included in elective offerings."	"Based on input from survey results, parents and students would like to see more opportunities for tutoring and the addition of foreign language."	"In response to the results of stakeholder input, we will continue to offer a broad course of study for all students, and will also include the recruitment of a foreign language teacher in response to requests for this specific course of study."	Met		6/14/2022	2022
49709040000000	Roseland	7	"1. Our locally selected tools include: Review of class schedules, report cards, and PE minutes; Review of district action plans/agreements as related to the various subject matter; Review of Student Achievement Time agendas as related to various subject matter."	"2. 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 are built into their class schedule so that students do not miss instruction in a core content area."	"3. A primary barrier to expanding access to a broader course of study is our finite number of daily instructional minutes, given the district’s commitment to providing focused support to students struggling with academic and or social-emotional needs. Additionally, the majority of district students receive daily Designated English Language Development instruction, which requires additional instructional time. Funding constraints limit the district’s ability to address the unique needs of our diverse student population."	"4. The district has made substantial progress over the past few years in increasing our students' access to a broad course of study. Through the expansion of music instruction to all grade levels, the implementation of designated enrichment funds, and the district wide action plan related to the visual and performing arts standards, students have increased access to this subject area. Through professional development, community partnerships, adoption of a social-emotional learning curriculum, and documentation of PE minutes, students have increased access to physical education and health. Next steps for the district are to evaluate the effectiveness of our visual and performing arts action plan to ensure that instruction is fully aligned to the CA framework/standards. Additionally, the district will add health to our implementation timeline to ensure that health instruction is fully aligned to grade-level standards."	Met		6/15/2022	2022
49709040101923	Roseland 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 review of student schedules and master schedule for secondary students."	"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 7-8 have access to: electives that may include visual and performing arts. Students in grades 7-8 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, and applied arts, Currently students in grades 9-12 do not have access to Career Technical Education."	"The barriers preventing the LEA from providing foreign language, applied arts or Career Technical education to middle school students (grades 7-8) is that these items are typically provided to students at the high school level. As a small charter our extra courses within the day at the middle school level focus: AVID, Intervention, Drama, Art, or other student selected electives."	"For the 2022-2023 school year we will continue to provide students a broad course of study and will not be making any revisions, decisions or new actions based on these results."	Met		6/14/2022	2022
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."	"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 RSD is that we have received the Arts Education Collective’s Arts Advancement Grant the past six 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.  In 2022, RSD received a five year grant, Engaging CA English Learners Through the Arts (ECELA), to deepen English Learner instruction, family engagement, and social emotional learning through the arts.  The district also offered 7-8 middle school students arts enrichment through the resident artists during summer school. STEAM is also integrated into content."	"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 2022-23, we have one preschool, two kindergarten, two first grade and two second grade classes."	Met		6/23/2022	2022
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 with a broad course of study. School counselors spend time analyzing the measures mentioned above at middle schools, 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 understand the State Seal of Biliteracy's importance and requirements. This work has also allowed us to successfully plan and implement Career Technical Education courses aligned with feeder high schools."	"RCSD utilizes multiple data points and evidence to monitor and track course access for students in grades 1-8. Site administrators, teachers, and counselors closely monitor and evaluate each student's placement to best meet their needs. 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 middle schools survey students, look at the yearly requests to measure satisfaction regarding the current course offerings, and gather suggestions to improve our programs and course offerings. For example, we are expanding into photography at one middle school based on student feedback and a community partnership opportunity. Data is taken into consideration as we in RCSD 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 2021-2022, RCSD had multiple joint meetings with the high school district to ensure that all students, including students with unique needs, were enrolled in the most rigorous and engaging course of study and had the necessary support for success. RCSD plans to continue and expand those meetings in 2022-2023."	"Culture, professional development, credentialing, and finances are 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 ongoing goal setting, planned and funded actions, and data to monitor implementation."	Met		6/20/2022	2022
31669280000000	Roseville Joint Union High	7	Local measures for LCFF Priority 7 include graduation rate and the College/Career Indicator.	"One hundred percent of RJUHSD students are enrolled in a pathway towards graduation, with access to graduation requirements unless their IEP specifies otherwise. Additionally, one hundred percent of RJUHSD students are enrolled in a pathway towards one or more methods of scoring “prepared” on the College/Career Indicator."	"While one hundred percent of our students have access to 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: • A-G Audits, including with feeder districts, • Increase pathways for dual enrollment with Sierra College, • begin a Middle College pathway, • Continue professional learning for counselors and support personnel, • Implement four-year graduation paths in Aeries, and • Advertise and market the various pathways to College/Career readiness, including AP/IB program outreach, CTE, and Seal of Biliteracy."	Met		6/9/2022	2022
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)."	Not Met		10/12/2022	2022
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.  Being a rural school site raises transportation issues and expenses for both the LEA and families as does staff / hiring availability.	"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."	Met		6/8/2022	2022
19734520000000	Rowland Unified	7	"Course enrollment data in the student information system, Aeries."	"For the 2021-2022 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 2022-2023 school year. Funding for these offerings comes from the LCAP and the Extended Learning Opportunities Grant."	Met		6/8/2022	2022
34674390102038	Sacramento Charter High	7	"We utilize the Master Schedule to ensure that all scholars have access to, and are enrolled in, a broad course of study. The Master Schedule is designed to ensure that all scholars are enrolled in courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, and Visual and Performing Arts.  We closely monitor graduation status to ensure that scholars graduate A-G eligible.  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.  In 2020-21, there were no significant differences between the cohort graduation rates for significant subgroups (all students = 96.7%, Black/African American = 92.9%, Hispanic/Latino = 100%, 2 or more Races = 100%, Socioeconomically Disadvantaged Students = 96.4%) and ALL graduates, 100%, were A-G eligible. We also have a team of staff, including a college counselor, a students services coordinator, and an academic advisor, to ensure that all scholars are on track to meet our high standards.   SHPS has several policies in place to ensure that all scholars have equal access to a broad course of study including: SHPS Pregnant, Family, Parental and Marital Status Policy, SHPS Transgender and Gender Nonconforming Students Policy, SHPS Non-discrimination in SHPS Programs and Activities Policy, SHPS Guidance/Counseling Services Policy, SHPS Homeless Education Policy."	"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. We currently do not offer CTE courses. SHPS has a Course of Study Policy that outlines elementary and secondary courses of study and also prevents discrimination and separation in school courses and activities."	"Our goal is for all scholars to graduate ready for college and prepared 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.  We do not currently offer CTE courses due to lower enrollment and the focus on meeting the A-G requirements."	"Our 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 introducing additional options, such as CTE programs, to all scholars."	Met		6/24/2022	2022
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 through 2021-22 results for the identified metrics indicate that many of the significant inequities reported on in prior dashboards remain. Gaps in access are present in Advanced Placement and A-G on-track status for these student groups: English learners (EL), Foster Youth (FY), Homeless Youth (HY), Socioeconomically Disadvantaged Students (SED), Students with Disabilities (SWD), African American students (AA), American Indian or Alaska Native students (AI), Hispanic/Latino students (H/L), and Native Hawaiian or Pacific Islander students (PI). While 24% of all 10th - 12th grade students are enrolled in at least 1 AP course, less than 13% of the following student groups are accessing this coursework: EL, FY, HY, SWD, AA, AI, PI. Similarly, 52% of all high school students were on track for A-G eligibility status at the time of measurement and the rate was below 36% for the same seven student groups. Career Technical Education pathways exhibit more equitable access across student groups, with most student groups near the 20% enrollment rate for ‘All students.’ Foster Youth (8%), Homeless Youth (12%), and American Indian or Alaska Native students (8%) have the largest gaps. Overall, the results for 2021-22 declined from 2020-21 results by almost 4 percentage points for ‘All Students.’ Notable results included disproportionately large decreases for the following student groups: FY, HY, SWD, AA, AI, and PI. This indicates a need for additional focus for targeted recrui"	"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 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 the efforts described on previous dashboards 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 have continued to have disproportionate outcomes in these measures over time. Recent efforts that will continue in the coming year include development of an infrastructure to monitor progress towards CTE pathway completion and timely intervention by counselors/teachers in a proactive manner when a student is struggling. Teachers will now have access to CTE participant data and be better able to provide targeted support. Future efforts will include collaboration between the master scheduling team and special education department to monitor and support scheduling for students with disabilities and partnership with the multilingual literacy department to ensure that newcomers are appropriately scheduled. Both of these efforts are intended to yield greater access to A-G coursework for students with disabilities and English Learners.	Met		6/23/2022	2022
34103480000000	Sacramento County Office of Education	7	"It is important to note that our students have differing course needs across programs and schools and not all need to be enrolled in the full complement of courses to achieve their academic goals. For example, a senior extension program student may only be enrolled in one math course and one history course because that is all they need to complete their graduation requirements. That said, all students have access to the courses they need for their educational plans. Local measures used to assess whether students have access to the following areas of study include staff and student surveys and course and program enrollment information for Math, Reading/Language Arts, History/Social Science, Science, Fine Arts, Health/PE, Computers/Technology, and CTE related courses. Data is disaggregated by program type, grade span, and students with special needs where possible and staff regularly review students’ individual education plans. Data regarding course enrollment is published annually on the SARC."	"A total of 48 certificated staff provided data for this measure. The survey results showed that by areas of instruction, nearly all teachers believed that students had enrollment in, or access to, all of the core content areas. Analyses by content areas showed that 95% of Reading/Language Arts teachers indicated that students have enrollment in/access to English Language/Language Arts. In the areas of Math, History/Social Science, and Science, 100% of the teachers indicated that students have enrollment in/access to courses in these areas. Percentages of teachers indicating that students have enrollment in or access to the non-core classes were Fine Arts 78%, Health/PE 94%, Computers/Technology 81%, and CTE 86%.  Analyses by school and program type showed that fewer teachers at the special education Foundations program indicated that their students had access to, or enrollment in, a broad course of study. This is not surprising as many of these students’ non-core class time might be spent on further development of independent living skills, engagement with their environment, and communication progression, some of which may include arts, technology, and related CTE activities.  Student survey results (N = 246) showed that when asked what other courses or subjects students wanted, the responses included mostly support areas such as clubs, support classes (e.g., anger management), and supplemental courses such as driver's education."	"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. Although few teachers identified barriers to course access, a number identified areas in which course implementation and instruction could be enhanced to enable accessibility of course content for students. Special education teachers indicated that some of the barriers included the lack of supplemental materials or the time it takes to further adapt materials for their specialized populations of students. Teachers from both regular and special education classrooms emphasized the need for technology support, training in CTE-related courses and course options, materials that can be sent home to enhance learning, the addition of life-skills courses, more English learner support materials, and greater independent study course options and supplemental materials to accompany this option."	"Based on feedback received throughout the year and further validated by the surveys, changes planned for the following year include expanded professional learning opportunities, expansion of UC/CSU approved a-g course offerings, addition of an English language development specialist, and access to classes offered by both Folsom Lake College and the Los Rios Community Colleges."	Met		6/28/2022	2022
57726940124875	Sacramento Valley Charter	7	"We use iReady books for ELA, GoMath books for Math, and Pearson books for Social Studies and Science. In addition, we have Renaissance, Accelerated, and Star reading subscriptions, as well as a variety of online books through MyOn. All students participate in an online vocabulary typing club, and other assessment methods are used."	All pupils are given equal access.	"No, we do not have any hurdles that hinder us from providing all students with access to a broad course of study."	We've secured a comprehensive course of study for all students and put measures in place to ensure equal access.	Not Met		9/29/2022	2022
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."	"Dual Enrollment:  In 20-21, we saw more students completing college courses (133 to 321). Through a partnership with Saddleback College, Virtual Academy offered all students the opportunity to earn a certificate in Business or Cybersecurity. This accounts for the major increase in dual enrollment.   A-G Completion Rate:  In the Class of 2021, our graduates increased their A-G completion rate from 46.4% to 52.6%. This same increase also includes our ELs 11.5% to 17.2%, SED from 27.0% to 38.6%. 435 students (6.5%) completed a CTE pathway, which remained relatively stable from 19-20 figures (453 students, 6.6%). One of the greatest increases was seen in the percent of students that completed both A-G and a CTE pathway (67.1% from 42%).   College Board AP:  In 20-21, 2,014 AP students took 3,424 AP exams (average AP student took 1.7 exams). 22.8% of high school students participated in the AP program. 36.6% of the seniors scored 3 or higher on at least one AP Exam at any point during high school. Scholar Award Highlights include 46 AP Capstone Diplomas Awarded (exclusively at El Toro HS).  State Seal of Biliteracy or Golden State Seal Merit Diploma:  We did see a slight decrease in the number of students that earned the SSB from 18.8% to 15.3%. The slight decrease was also seen in the number of graduates earning the GSSMD from 39.9% to 37.5%."	Barriers continue to be disproportionality related to the outcomes for our unduplicated students. Our LCAP is intentionally designed to systematically increase and improve the services for our unduplicated 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 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."	Met		6/16/2022	2022
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 the 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 the student's interests and ability that have been identified with data from course performance and teacher anecdotal assessments. As a result of this, the school has improved its graduation rate."	"Providing students with hands-on experience in CTE courses due to the fact that the school does not have a physical location has been a challenge. However, the school has 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 includes various offers of support."	Not Met		8/8/2022	2022
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 the 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 the student's interests and ability that have been identified with data from course performance and teacher anecdotal assessments. As a result of this, the school has improved its graduation rate."	"Providing students with hands-on experience in CTE courses due to the fact that the school does not have a physical location has been a challenge. However, the school has 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 includes various offers of support."	Not Met		8/8/2022	2022
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 the 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 the student's interests and ability that have been identified with data from course performance and teacher anecdotal assessments. As a result of this, the school has improved its graduation rate."	"Providing students with hands-on experience in CTE courses due to the fact that the school does not have a physical location has been a challenge. However, the school has 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 includes various offers of support."	Not Met		8/8/2022	2022
28662900000000	Saint Helena Unified	7	"The measures presented are used for tracking access to, and enrollment in, a broad course of study: all master schedules are reviewed by the district administration to make sure a broad course of study is provided per grade span. Also, a thorough review of the following pieces of data to further determine access and opportunity for all students including the following: 1) Measures for Academic Progress (MAP) benchmark data given 3 times per year in all grades to ALL students in all schools, 2) State Test Results 3-8 and 11 grades, 3) Dual and AP class enrollment per student sub-groups, 4) AP test pass percentage of 3+, 5) A-G completion rates (UC/CSU qualifications), 6) CTE pathway or program of study completion, 7) Early Assessment Program (EAP) completion rate, 8) Seal of Biliteracy completion, and lastly 9) Golden Seal of Merit and Dual Enrollment classes.   Graduation rates are also tracked to ensure that all of our student groups are receiving a high school diploma based on the rigorous coursework and 250 credit requirements (plus any student on an alternative high school diploma track).  The four-year graduation cohort is also tracked and who received a high-school diploma within four years. The overall four-year graduation cohort rate was 87% in 2020-2021 a drop from 93% the year before. Our Hispanic student graduation rate decreased to 80% from 94% and the Socio-Economically Disadvantaged (SED) sub-groups decreased in their graduation rates to 80.9% from 87.4%."	"With strong overall standardized test scores, the focus to increase access for our Hispanic population drives our mission in upper-level coursework, which is promoted by the AVID program. All students have access to a broad course of study without any barriers as long as they have taken the prerequisite core content courses. A-G completion rates were at 45% in 2019-2020 and have now increased to 57% for 2021, all students have access to the A-G course requirements. SHUSD is committed to challenging and supporting all students to perform at their highest level to achieve their aspirations. Early Assessment Progress scores for the ability to take college-level math are remaining low and a focus area for the district."	"Identify any barriers to ensure access to a broad course of study for all students: At the high school level we no longer charge students to take the SAT, the district pays for any student that needs financial support to take the SAT. 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, dual or AP courses have been removed should a student feel that they would like to take those advanced courses during the scheduled time."	"Built into the LCAP for 2022-2023, the district will be reviewing with educational partners current practices and policies within our entire TK-12 school system around access and the opportunity to amend where needed to ensure our systems are truly equitable. We have specifically built goals in the LCAP around reviewing systems to remove any barriers. The following supports are planned: 1. Continue building the Professional Learning Community (PLC) structure TK-8 in order to use multiple measures to inform instruction and provide interventions sooner 2. Continue the professional development of staff in language acquisition to assist with lesson planning to support all students to achieve academic success 3. Maintain enrollment with open access to Advanced Placement classes in all subgroups 4. Increase opportunities and access 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 Mathematics by providing additional support during the school day and afterschool  7. Increase students who receive the Golden Seal of Merit diploma and the Seal of Biliteracy 8. Increase students who complete a CTE pathway or program of study by increasing recruitment. 9. Continue creating multi-tiered systems of support (MTSS) at all schools."	Met		6/16/2022	2022
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 the arts education, 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 The Arts. Elective offerings provided at the middle school include: Band, Ukulele/Guitar, Strings, Choir, ASB Leadership, Teen Skills, Life Skills, 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	Met		6/14/2022	2022
27661420000000	Salinas City Elementary	7	"SCESD serves students from preschool through sixth grade at 15 school sites. Six of our schools provide dual immersion programs and two additional schools provide early exit transitional alternative (bilingual) programs. Five schools offer transitional kindergarten instruction while six schools offer 14 half day California State Preschool Programs and three Special Day Class (SDC) Preschools. All students have access to diversified core instruction which assists students in becoming college and career ready.  The mission of the Salinas City Elementary School District is to provide a comprehensive education with multiple opportunities for all students’ success. The  ELO-P funding will facilitate the support to students in Preschool/Kindergarten (PK) through Sixth grade, with the main focus on the highest concentration of targeted disadvantaged students and unduplicated students.    The school district will be engaging and collaborating with staff, parents, students, organizations, local and state government, and educational entities to ensure that our students learn and develop new skills to achieve individual and group success in the future.    Student safety is our top priority.  Therefore, all these activities will be provided in a safe and secure environment where the students feel welcome, protected, and cared for.  This requirement will be requested from all educational partners providing additional support to our students district-wide."	"In conjunction with the autonomy provided to all schools in carrying out the needed instruction based on data and Educational Partner input for their respective sites, the alignment of their School Plan for Student Achievement (SPSA) ensures alignment with the goals and objectives set forth by the district in the Local Control and Accountability Plan (LCAP).  Thus, 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.  Many of the core curriculum remains accessible online. Staff are asked about their needs and funds were put into professional learning for skills and strategies deemed to be important by the staff and board of education; with the ultimate goal of ensuring students have access to a broad course of study. Additionally, Salinas City Virtual Academy is a fully functioning virtual school, allowing access to students who would otherwise be homeschooled, missing school due to illness, or otherwise would have limited access to a broad course of study."	"Based on results obtained from the options 2 reflection tool, staff has identified a need for further development on the different content standards. Over the past six years, SCESD has provided staff development on adopted curriculum and on supplemental programs, but this has not translated into the deeper knowledge of academic standards that are desired. In addition, COVID-19 proved to be a barrier to deep and supported staff development actions over the past couple of years.   Current year results show a perception that English Language Development (ELD), History-Social Science, and Next Generation Science Standards have not been fully implemented across the district. Lower responses are reported in the implementation of the Career Technical Education Field, the Health Education Content Standards, Physical Education Model Content Standards, and the World Language categories. These low scores acknowledge the underlying factors impeding the implementation of professional development, collaboration, and support that limit the deep implementation of the broad course of study."	"In order to ensure students have deep instruction in a broad course of study, SCESD staff have worked diligently on creating a comprehensive district-wide professional development plan, that addresses the needs of staff, volunteers, and parents. The plan seeks to differentiate staff development support by job type and level of expertise. Additionally, the collaboration cycle will focus on the specific analysis and implementation of ELA, ELD, and Mathematics standards in 2022-2023, and on History-Social Sciences and Next Generation Science Standards in 2023-2024. This will be followed by Health Education and Physical Education Content Standards in 2024-2025. Such items have been calendared and priorities have been established in order to ensure the participation of the assigned staff."	Met		6/13/2022	2022
27661590000000	Salinas Union High	7	"The district uses a number of sources of data to monitor in order to ensure students have access to and are enrolled in a broad course of study.  We use graduation rates, whose requirements align with A to G requirements, A to G rates, middle school promotion rates, CTE completion rates, numbers of students in advanced classes, and grades, on-track to graduation status, and college enrollment.  All data is reported by significant student groups."	"The data points mentioned in part 1 are all reported on the 2022-23 LCAP and has been shared publicly with the Board.  As expected, the negative academic effects of COVID are present in the data, with overall decreases, compared to pre COVID years, in the metrics monitored for this priority.  Performance gaps persist for English learners, students with disabilities, and homeless/foster youth."	"COVID, remote learning, and the transition back to in-person learning while still managing the health risks has been a huge barrier for our students and staff.  Other barriers that have been traditionally in place continue to present challenges for some of our students. For example, English learners trying to learn academic content while they also try to master academic English.  Most English learners must continue to take an additional designated English language development class, which impacts their ability to take other classes. Finally, a number of students are identified as both English learners and students with disabilities. These students face challenges of both mastering academic English while at the same time learning academic content and having to rely on the effective implementation of an IEP; some of these students also have an additional independent study class, which, while a type of accommodation, can limit their choices of classes."	"The district's main focus is on effective first time instruction that meets the needs of all students in a diverse classroom.  The focus on professional development, coaching, co-teaching, and the use of Plan-Do-Study-Act cycles will continue.  In addition, the district adopted a new ELD 1 curriculum, and will continue to work to align the current designated and integrated ELD courses with the demands of the ELPAC, with a focus on accelerating students reclassifying to English fluent, which will allow them opportunities to take a broader range of classes.  The district will also coordinate the work of the district parent involvement coordinators and parent liaisons to support students for college and career readiness and awareness of student's 4-6 year plans."	Met		6/28/2022	2022
30103060126037	Samueli Academy	7	"Currently, Samueli Academy serves approximately 806 students in grades 7-12 with the following demographics: 85% Hispanic, 5% White, 3% Asian, 3% 2+ Races, 1% African American and 1% Filipino, of which 11.4% Students with Disabilities (SWD), 19% English Learners, 1% Foster Youth, 1% Homeless, and 59% Socioeconomically Disadvantaged.  Samueli Academy believes that, in order to prepare all students for post-secondary education and for the careers of the 21st century, it is critical that our school provide all students with access to a broad course of study, in alignment with CA. Ed Code 51220, as applicable, which includes English, Math, Social Science, Science, VAPA, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs. This is measured by an annual analysis of student transcripts and master schedule, which will not only serve as evidence for being enrolled in a broad course of study, but is also used by counselors, Advisory teachers, students, and parents/guardians to monitor if the student is on track to graduate.  This applies to all students and subgroups including unduplicated students and students with exceptional needs to ensure they are all benefitting from a broad course of study."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Samueli Academy, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education. In addition, our students also have access to and enroll in college preparatory electives, CTE Career Pathway Courses (Design Pathway, Engineering Pathway), Foreign Language, Fine Arts, Concurrent Enrollment (College credit) and complete an internship, as part of the school’s high school graduation requirements. There are no differences in accessibility to courses across student groups at Samueli Academy."	"Currently, 100% of the students have access to a broad course of study and Samueli Academy will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Samueli Academy in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/21/2022	2022
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. This past year, a school counselor was brought in to address the growing social and emotional needs. Additional intervention support (for both Reading and Math) were provided for students as well."	"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. Additional training has been provided to staff to aid in assisting students to access online platforms."	Met		6/14/2022	2022
27661750000000	San Ardo Union Elementary	7	"All students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study.  Due to the very small size of the district, all students have the same access to all classes offered which are self-contained, multiple subjects classes.  The LEA measures the broad course of study utilizing a curriculum audit and an administrator checklist."	"Again, due to the small size of the LEA and the fact that it is a single school site, there are no differences across school sites or groups.  There are five combination classrooms in the LEA.  All five classes offer the same broad course of study to every student."	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.	Not Met		10/19/2022	2022
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 arts programs to students."	Met		6/23/2022	2022
35675380000000	San Benito High	7	"San Benito High School District 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 100% of AVID seniors are graduating meeting the UC/CSU requirement to apply to a 4-year University. This exceeds the general population of 42% 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."	"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 District 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, SBHSD 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, our English Langauge Learners were also identified as scoring within the red indicators for 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 identified the need to increase wellness services and all areas of intervention for our students.	Met		3/8/2022	2022
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. Additional monitoring is provided every 5 weeks to secondary students. Individualized Education Plans ensure Special Education students have access to the least restrictive environment. Opportunities are available based on the students’ strengths, with a goal of receiving a diploma or certificate of completion, and include appropriate measurable postsecondary goals and transition services. Advanced learners are identified through district GATE testing annually. For 2021-22 testing was administered in grades 2 and 3 due to the school closure during 2020-21. Students were also tested upon request, and state and local assessment scores were used to recommend testing. Secondary students have access to Career Pathway (CTE) opportunities. Student access and enrollment data were monitored with class rosters, Carl Perkins reporting through AERIES, and CALPADs reporting. A review of AA freshmen recommendations and actual placements in AVID and Accelerated Classes  was completed for the 2021-22 school year and will continue for 2022-23."	"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. District high schools continue to offer a full regimen of annual AP exams with continued work to actively increase AA student enrollment in advanced classes. There is regular monitoring of AA attendance, achievement, and progress towards graduation. AVID programs in middle and high schools continue to exceed district averages in attendance, A-G completion rates and high school graduation rates. All students have access to Career Technical Education Pathway courses at high school and integrated pathway experiences at the elementary and middle schools. Long-Term English Learners are provided English Language development support and can impact access to the broad course of study. EL students are also enrolled in SEI content courses that are standards-based and A-G approved. Additionally, an extra EL counselor is provided for high schools with a larger population of EL’s. 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 need for additional supports in student learning for English language arts and mathematics impacts 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 master schedule limitations, limited support classes, lack of family knowledge of graduation requirements, and school staff needing to increase their understanding of cultural competency pedagogy. Students with special needs may not have the same access, specifically those that may require additional assistance from school special education personnel. SBCUSD is committed to all students having access to a broad course of study."	"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 2022-23 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.  Latino Task Force continues to identify strategies to help our Latino students meet grade level standards. There will be continuous monitoring of our AA students to meet A-G requirements, placement into advanced classes, as well as providing school staff with additional training opportunities for cultural competency. The service delivery model has provided greater integration of supports and access for students with disabilities. A special education task force is also ongoing to refine our Least Restrictive Environment processes. Our district continues to improve the monitoring systems and tools utilized to ensure equitable student access."	Met		6/21/2022	2022
36103630000000	San Bernardino County Office of Education	7	"All students have access to a broad course of study through both in-person instruction and the online learning platform, Odysseyware.   Utilizing the student information system, online course summaries and completion data, student schedules and grades, SBCSS determines the extent to which all students have access to, and are enrolled in, a broad course of study, including A-G courses and CTE courses.  Quarterly analysis of course completion rates based on grade spans, unduplicated student groups, and special populations occur to determine level of access, areas of need, and possible barriers to access."	"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 2021-2022 school year, over twenty-five thousand credits were earned. Over fifteen 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.   English learners earned an average of 2 credits during their enrollment. 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 partner with our local County-ROP to begin student enrollment in Unmanned Aircraft Systems (“drones”) and Cybersecurity.   With the addition of three curriculum specialists, 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.  Additional identified barriers preventing students from accessing the broad course of study available to them are: length of enrollment, the average days of enrollment for students within the alternative education programs is 51 days; student academic proficiency levels upon entering the program, 97% are below grade level upon enrollment and require remediation; and attendance rates, with an average overall rate of 82.9%.  Another significant barrier is student knowledge of the broad range of courses and models they have access to, such as A-G online courses and CTE opportunities."	SBCSS continues to provide access to online and in-person course offerings and the support of an academic counselor to ensure students know what courses are available and how to access the broad range.  We will continue to coordinate with the Regional Occupational Centers and Programs (ROCP) to expand access to career technical education courses and local community colleges to participate in dual enrollment classes.  Investments in online curriculum and resources and participation in recruitment activities to work toward making a broad course of study accessible to all students will also continue to occur.  These strategies and actions will enhance our ability to continually provide a broad course of study for all students.	Met		6/6/2022	2022
41690130000000	San Bruno Park Elementary	7	"Due to new data systems not yet fully implemented SBPSD utilized the CA Dashboard under indicator 5a and empathy interviews with students, staff, and families.   Data indicates that 48.7% of students with disabilities spend more than 80% of their day in the General Education classroom. The target for this indicator is 52.2%. Chronic Abstenteeism for students with disabilities fell to 16.5% in 2020-2021 from 19.6% in 2018-2019. California Dashboard data shows that this places Students With Disabilities in the Red category for this metric. This is still higher than the overall chronic absenteeism rate for the district, which is currently at 10%. Suspension for students with disabilities fell from the Green category in 2018-2019 to the Orange category in 2019-2020, the last reported year on the California Dashboard. Moving forward, our goal is to continue to improve parent engagement around the importance of assessments, ensuring that our students with disabilities have access to standards aligned content, high expectations and access to a broad course of study."	"Data according to the CA Dashboard and SIS information indicate that a disproportionate amount of LatinX students found to be SLD (55 out of 63).  Other data indicates that of our English Learner population 671 of them are ever Els.  Data indicates that majority of them currently are enrolled at Belle Air and Parkside Schools.    Access to Newcomer courses, curriculum and support courses are available as well as access to paras, psychologists and speech therapists for additional support."	"Given the results the following barriers were identified: Shortage of site, and senior leadership, lack of training and professional development to support implementation of SBE adopted Curriculum, the need to develop and address referral process/opportunities for intervention prior to referral.  The need to develop systems and programs for unduplicated students and individuals with special needs."	"In response to the barriers identified, SBPSD developed the following actions with the community additional funding for unduplicated students and students with special needs, increased professional development, retention programs and activities for Site and Senior Administration, a review of staffing capacity as well as why SBPSD contracts for: Psychologists, Speech, & Occupational Therapists and Build capacity in our leadership."	Met		6/15/2022	2022
41690216112213	San Carlos Charter Learning Center	7	"We are a single site, independent Charter School with less than 400 learners. All learners–our kindergarten through eighth grade–have access to all of our classes. As such, a specific tool to measure the inclusion of learners in the different classes is not necessary for us to gauge inclusion. Our tools are really the structure of our program, our philosophy towards inclusion and learner choice, and observation. San Carlos Charter fosters inclusion through Universal Design for Learning (UDL), a learner centered schedule that plans intervention times K-8, and a move towards a robust model of push-in support."	"In the upper grades where there are several options for different math pathways, learners self-select which pathway they want to participate in. We have an inclusion-focused special education program, where we maximize the time that learners with IEPs spend with the general education peers. These decisions are made in consultation with team members, learners, and parents."	"The main identifiable barrier to access it is insufficient funding for additional staffing. We could provide more individualized support if we were able to hire more inclusion and intervention staff. By and large, though, all learners at SCC have tremendous access to a broad course of study."	"This year, we made a concerted effort to center learner services support while constructing our K-8 master schedule. We set out to identify a time of day when pull out support for tier 3 interventions would happen at the same time tier 2 and tier 1 interventions were taking place. This ensured that interventions happened outside of classroom instruction time. All learners are either receiving intervention or extending their learning during these designated times of day. Working collaboratively, a scheduling team consisting of educators, service providers and administrators, created a schedule around windows of intervention time across K-8 classrooms. We now have 50 minute windows 4 times a week, for each grade level k/1, 2 3/4, 5 and 6-8. Centering and scheduling this intervention time first before building out the rest of the academic schedule allowed us to ensure learners are never missing instructional time. This is a great example of our school trying new strategies to meet the needs of our learners."	Met		6/15/2022	2022
41690210000000	San Carlos Elementary	7	"SCSD annually performs an analysis of student scheduling data, K-8, to determine the extent to which students have access to a broad course of study. In alignment with the District’s emphasis in Diversity, Equity, Inclusion and Belonging work, an emphasis is being placed on access to all subject areas for students with exceptional needs and on increasing the percentage of students from typically underrepresented student groups in advanced mathematics courses."	"The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs remained the same this year, and remains 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 needs when compared to other student groups.  SCSD is offering additional intervention courses and summer programs to assist with learning recovery and acceleration. SCSD has also hired a Literacy/ELD Coordinator to enhance the ELD program and focus on closing the achievement gap."	"SCSD is offering additional intervention courses and summer programs to assist with learning recovery and acceleration. 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, and this is an important part of the analysis being completed as part of SCSD's Comprehensive Coordinated Early Intervening Services plan to address significant disproportionality."	Met		6/16/2022	2022
37683386119168	San Diego Cooperative Charter	7	"San Diego Cooperative Charter 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 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) Orton Gillingham Reading assessments 2) Northwest Evaluation Association (NWEA MAPs) computer adaptive assessment in reading, language, and math; and 3) Pre-and post- writing assessments."	"San Diego Cooperative Charter School 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, San Diego Cooperative Charter School offers all students a fitness/wellness component as well as performing arts, gardening and arts education."	"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 provide resources, services, and training to offset potential barriers in the form of income, language, family engagement, and special needs."	"San Diego Cooperative Charter School will continue to implement the course of study described in the charter petition.  All Students have access to our performing arts, gardening, and visual arts instructional programs.  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 the content at their level, as well as instructional materials that support college and career readiness."	Not Met		9/27/2022	2022
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 toward 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 toward 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 homelessness). 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 four-year university is offered. In our Court Schools, we have a shorter term placement, 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 and emotional learning, thus all high school students have access to social and 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 toward 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."	Met		6/8/2022	2022
37683380121681	San Diego Global Vision Academy	7	"San Diego Global Vision Academy (SDGVA) is a direct-funded charter school serving 418 students in grades TK-8 that include the following demographics: 57% Hispanic, 20% African American, 13% White, 9% 2+ Races, 1% Asian, 1% Filipino, 15% Students with Disabilities (SWD), 15% English Learners (EL), 3% Homeless Youth (HY), and 59% Socioeconomically Disadvantaged.     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 (TK-4), and Tae Kwon Do (Gr. TK-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."	Met		6/21/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/3/2022	2022
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 three times a year on 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 2022-23 LCAP Action Plan, Goal 2."	Met		6/28/2022	2022
37682130123224	San Diego Virtual	7	"SDVS currently administers a Beginning of the Year Mathematics and Reading Comprehension Benchmark for all students, as well as a Spring Benchmark Assessment for both Mathematics and Reading Comprehension. These assessments help determine proper Mathematics placement, areas of growth for all students, and a clear focus on intervention to assist our teachers. CAASPP and ELPAC results also determine areas of need and growth for our students, and are closely monitored, revised, and remediated with our Highly Qualified Teachers."	"SDVS curriculum is a-g approved and offered to all students. Counselors evaluate transcripts accordingly to determine the best course of study for each individual student. SDVS currently offers a-g curriculum, credit-recovery coursework for students deficient in credits. Students are also provided the opportunity to meet with a counselor to discuss several pathways of developing career technical education coursework."	"SDVS understands that a barrier to learning in an online independent study environment is that students are not given hands-on opportunities that could potentially benefit them in a career during their post-graduate path. Another barrier that SDVS identifies with, being in an online environment, is whether a student is able to receive wifi at their off-site location. This barrier hinders the student from learning effectively in an online environment."	"SDVS works toward providing all students with equal access to curriculum by issuing Chromebooks and Hotspots if needed, to students in need. Lastly, SDVS supports students in building relationships within the community to support post-graduate career paths. While SDVS understands the barriers in an online learning environment, efforts have been made to create hands-on learning experiences through science laboratory events, field trips and activities in the community, as well as community college and university events throughout the county and surrounding areas to provide exposure for students post-graduate options. One area that SDVS is currently working on is building relationships throughout the community for a comprehensive Career Technical Education program, in order to provide its students guidance and experience in an area of interest."	Not Met		10/20/2022	2022
37679830134890	San Diego Workforce Innovation High	7	"Using the school Student Information System (SIS) to collect course completion data, we tracked the  participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs  students and students by grade level for 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022. Over the course of time, we see that all students take what is essential for them to complete their  individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/7/2022	2022
37683460000000	San Dieguito Union High	7	"SDUHSD uses Student Information System (SIS) 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. The Special Education department tracks course placement through the IEP process. To ensure practices meet the needs of all students, SDUHSD annually reviews the following measures disaggregated by student group and ethnicity; UC/CSU 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 has expanded CTE course options and pathways over the last few years."	"Using 2021 data, SDUHSD students continue to graduate at a significantly higher rate (96%) than the state (88%) or county averages (87%) for all students and student groups.  A review of graduation rates indicates that English Learners (84%), socio-economically disadvantaged students (88%), and students with disabilities (82%) graduate at lower rates when compared to the district average. Although the most recent cohort graduation rates (2020-21) indicate lower graduation rates for these students, each student group reports a higher graduation rate than the county and statewide averages for their peers.   Several student groups, including but not limited to foster youth, low-income students, and English learners, have demonstrated lower rates of completion of the A-G course requirements when compared to peers. Data shows that these student groups are overrepresented in below grade level, intervention, and support courses as well as earning higher D or F grade rates in their courses.   CTE course enrollment has remained high with over 6,000 students enrolled in CTE pathway courses annually. An analysis of CTE enrollment by sector has revealed gender disproportionality in target CTE courses and pathways. Despite implementing strategies to address the gender inequity in some CTE pathways, over the course of the last few years, there have been minimal shifts toward gender equity in CTE enrollment in most target CTE sectors."	"Barriers to providing access to a broad course of study for all students include… -articulation with multiple elementary feeder schools/districts -improving classroom teaching strategies to support all learners -teacher credentialing requirements -limitations of the master schedule, students who are enrolled in intervention and support courses do not have room in their schedule for electives or other needed A-G courses"	"SDUHSD will implement the following actions to ensure access to a broad course of study for all students -Enhance our system to track and intervene to improve each student’s progress and performance in A-G courses, especially for target student groups. -Provide targeted tutoring, including the use of AI enhanced programs, for students who are failing or in danger of failing an A-G course. -Expand summer school offerings and increase credit recovery opportunities for students who did not pass an A-G required course.  In addition, provide additional  social-emotional, behavioral, and academic support by counselors and social workers.   -Use targeted strategies to improve access to A-G courses for students who have reported the lowest A-G completion rates over the last few years.  -Enhance our system to track students’ A-G status throughout high school to ensure that each student has access to and is enrolled in A-G courses -Offer training for Advanced Placement teachers on strategies to support all learners in advanced coursework -Provide DEI training for all counselors -Offer the opportunity for students to retake courses they did not pass"	Met		6/23/2022	2022
38103890000000	San Francisco County Office of Education	7	"SFUSD uses outcome metrics from state and local measures to track the extent to which all students have access to a broad course of study. These measures range all along the student trajectory from PreK-12. These include Kindergarten Readiness (LCAP), Early Literacy Reading assessment Grade K-2 (local measure, Fountas & Pinnell Benchmark Assessment System), SBAC Grade 3-8 ELA and Math (CA Dashboard), HS Readiness (students having an 8th grade GPA (all subjects) of 2.5 or better AND daily attendance rate of 96% or better AND no D's or F's in Spring semester in English or Math AND no suspensions in the 8th grade), and lastly, the 4-year Adjusted Cohort Graduation Rate (CA Dashboard)."	"All SFUSD students have access to and are enrolled in a broad course of study from Pre-K to High School. In the 2021-22 school year, 58% of SFUSD Pre-K students demonstrated readiness for Kindergarten. In K-2 overall, 57% scored proficient in reading by the end of the year. The 2022 SBAC results showed that 55% of our Grade 3-8 and 11 students were proficient in ELA and 46% were proficient in Math. While 2021-22 SBAC ELA rates were steady overall and for subgroups as compared to 2018-19, the proficiency rates on the SBAC Math has decreased from 2018-19 (51%) to 2021-22 (46%), and similar decreases were seen across student groups. ELA and Math student proficiency gaps continue to persist between Asian and White students compared to African American, Latinx, and Pacific Islander students. Disaggregating by grade level, notable decreases compared to pre-pandemic student proficiency were observed in grades 5-7 ELA and grades 5-8 Math. The HS Readiness results for 2021-22 8th grade students showed 47.2% were HS ready, very low as compared to previous years where the range was closer to 60%. This drop was largely attributable to the attendance rates dropping due to the pandemic. SFUSD’s graduation rate has steadily increased each year over the last few years, from 86% in 2018-19 to 88% in 2020-21. The largest increases were for Students with Disabilities (70% to 79%), Foster Youth (69% to 80%) and African American students (83% to 86%) over the same time period."	"SFUSD has worked to ensure that all students have access to a broad course of study.  However, as named above, SFUSD continues to identify and focus strategic planning and aligned actions on eliminating the student proficiency gaps that persist across demographic groups in ELA and Math.  Again, as identified above, one major barrier that exists is our attendance and chronic absenteeism data.  This data demonstrates significant differences in chronic absenteeism rates across demographic groups that mirror the gaps seen in ELA and Math proficiency.  Further, while we are able to say with certainty that all students have access to a broad course of study, persistent staffing challenges, both in the form of teacher vacancies and teacher attendance rates related to the pandemic, have impacted the delivery of this broad course of study.  Lastly, in order to identify barriers impacting the ELA course of study available to students, SFUSD has begun the process of engaging in an external audit of written, taught and learned curriculum across the district for grades K-8.  This audit has identified barriers such as instructional materials selection and teacher mindset that have negatively impacted the quality of ELA courses and English Language Development for multilingual learners."	"As shared above, SFUSD has begun the process of engaging in an audit of our K-8 ELA course of study.  This auditing process has led us to engage in an academic evaluation of core curriculum.  The evaluation process ensures that all stakeholders (site and central educators, family advisory and advocacy groups, organizational partners, etc.) have an opportunity to review available instructional programs and make a selection of programs to pilot for eventual district wide adoption.  These actions are being implemented in order to address the ELA proficiency gap that exists between demographic groups.  Further, in the school year 2022-2023 we are beginning the academic evaluation process for history/social studies across grades K-12.  It is our belief that this work will further eliminate proficiency gaps by addressing literacy across the content areas.  In addition, across all content areas, SFUSD has undergone strategic training to provide professional learning and curriculum revisions aimed at increasing the cultural responsiveness of our instructional materials.  It is our belief that chronic absenteeism is directly related to student sense of belonging, and that this barrier can be addressed when we can ensure that students experience an affirming course of study with culturally responsive materials."	Not Met		8/9/2022	2022
38684780000000	San Francisco Unified	7	"SFUSD uses outcome metrics from state and local measures to track the extent to which all students have access to a broad course of study. These measures range all along the student trajectory from PreK-12. These include Kindergarten Readiness (LCAP), Early Literacy Reading assessment Grade K-2 (local measure, Fountas & Pinnell Benchmark Assessment System), SBAC Grade 3-8 ELA and Math (CA Dashboard), HS Readiness (students having an 8th grade GPA (all subjects) of 2.5 or better AND daily attendance rate of 96% or better AND no D's or F's in Spring semester in English or Math AND no suspensions in the 8th grade), and lastly, the 4-year Adjusted Cohort Graduation Rate (CA Dashboard)."	"All SFUSD students have access to and are enrolled in a broad course of study from Pre-K to High School. In the 2021-22 school year, 58% of SFUSD Pre-K students demonstrated readiness for Kindergarten. In K-2 overall, 57% scored proficient in reading by the end of the year. The 2022 SBAC results showed that 55% of our Grade 3-8 and 11 students were proficient in ELA and 46% were proficient in Math. While 2021-22 SBAC ELA rates were steady overall and for subgroups as compared to 2018-19, the proficiency rates on the SBAC Math has decreased from 2018-19 (51%) to 2021-22 (46%), and similar decreases were seen across student groups. ELA and Math student proficiency gaps continue to persist between Asian and White students compared to African American, Latinx, and Pacific Islander students. Disaggregating by grade level, notable decreases compared to pre-pandemic student proficiency were observed in grades 5-7 ELA and grades 5-8 Math. The HS Readiness results for 2021-22 8th grade students showed 47.2% were HS ready, very low as compared to previous years where the range was closer to 60%. This drop was largely attributable to the attendance rates dropping due to the pandemic. SFUSD’s graduation rate has steadily increased each year over the last few years, from 86% in 2018-19 to 88% in 2020-21. The largest increases were for Students with Disabilities (70% to 79%), Foster Youth (69% to 80%) and African American students (83% to 86%) over the same time period."	"SFUSD has worked to ensure that all students have access to a broad course of study.  However, as named above, SFUSD continues to identify and focus strategic planning and aligned actions on eliminating the student proficiency gaps that persist across demographic groups in ELA and Math.  Again, as identified above, one major barrier that exists is our attendance and chronic absenteeism data.  This data demonstrates significant differences in chronic absenteeism rates across demographic groups that mirror the gaps seen in ELA and Math proficiency.  Further, while we are able to say with certainty that all students have access to a broad course of study, persistent staffing challenges, both in the form of teacher vacancies and teacher attendance rates related to the pandemic, have impacted the delivery of this broad course of study.  Lastly, in order to identify barriers impacting the ELA course of study available to students, SFUSD has begun the process of engaging in an external audit of written, taught and learned curriculum across the district for grades K-8.  This audit has identified barriers such as instructional materials selection and teacher mindset that have negatively impacted the quality of ELA courses and English Language Development for multilingual learners."	"As shared above, SFUSD has begun the process of engaging in an audit of our K-8 ELA course of study.  This auditing process has led us to engage in an academic evaluation of core curriculum.  The evaluation process ensures that all stakeholders (site and central educators, family advisory and advocacy groups, organizational partners, etc.) have an opportunity to review available instructional programs and make a selection of programs to pilot for eventual district wide adoption.  These actions are being implemented in order to address the ELA proficiency gap that exists between demographic groups.  Further, in the school year 2022-2023 we are beginning the academic evaluation process for history/social studies across grades K-12.  It is our belief that this work will further eliminate proficiency gaps by addressing literacy across the content areas.  In addition, across all content areas, SFUSD has undergone strategic training to provide professional learning and curriculum revisions aimed at increasing the cultural responsiveness of our instructional materials.  It is our belief that chronic absenteeism is directly related to student sense of belonging, and that this barrier can be addressed when we can ensure that students experience an affirming course of study with culturally responsive materials."	Not Met		8/9/2022	2022
19752910000000	San Gabriel Unified	7	"To meet State Priority #7: Access to a Broad Course of Study, San Gabriel Unified School District (SGUSD) uses 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 2022-2023 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 access to college and career pathways, a-g requirements, and courses within their area of interest. Middle School introduced a new pathway for eSports and financial literacy electives.  At the elementary level, students can access some courses, such as the music immersion program, dual language immersion, STEAM, innovation lab 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, a-g course alignment for all courses continues at the secondary high schools. 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."	Met		6/28/2022	2022
33672490000000	San Jacinto Unified	7	Aeries Student Information System - Aeries Analytics	"Using the locally selected measures, students across the LEA have access and enrolled in a broad course of study. Specifically, elementary students participate in multiple subject classroom structures, secondary students have access to courses in all required content areas in the middles school and high school settings. In addition, the courses of study are accessible with the intent to access graduation and UC or CSU a-g eligibility requirements. Enrollment reports indicate that student ethnicity group distribution mirrors overall district rates in most courses content areas."	"Given the results of the student information system, the barriers identified is access to AP courses for unduplicated students. Although 7.2% of all students access AP courses, only 0.80% of English Learners and 0.74% of Special Education students access. In addition, 0% of Foster Youth and Homeless subgroups are accessing AP courses."	LEA's response to the results is to investigate the current system for AP course access and identify the current population of unduplicated students who may be candidates for AP courses. We aim to promote access to unduplicated student groups by analyzing which students access AP courses starting with courses accessed and grades earned by students starting in 7th grade and determine areas of need.	Met		6/16/2022	2022
33672496114748	San Jacinto Valley Academy	7	"SJVA develops electronic 4-year academic plans using the school information system Aeries. Master schedules are built to maximize opportunities for students to take broad courses of study, reducing conflicts which might force a student to choose between classes. Students are also given the opportunity to augment their learning by having the opportunity to take Honors, AP, and IB courses. SJVA’s resource specialist plans and works closely with counselors to ensure students with special needs get the classes they need along with the additional pull-out/push-in services throughout the day. SJVA provides resources to SED students and their families and parent training to build student success. Resources include but not limited to, instruments, physicals and equipment for sports, dues or supplies for clubs, etc. The resources to families are offered to increase parent engagement. This year we have initiated a partnership with California College Guidance Initiative ran by College Next. This partnership will allow our student to have access to a multitude of information that will guide them to their desired career pathway. Furthermore, this site will allow for students to have access to their completed course work in the form of a transcript. The students will be able to see how they are progressing in their A-G completion and know if they have met the minimum requirements for CSU admission."	"SJVA provides students access to new courses through rotational schedules in the middle school and elementary grade levels. Middle school provides multiple opportunities for elective choice such as Archery, Dance, Spanish, Aviation, Choir, and Band. During the Elementary grade levels students are guided through the Primary Year Program or PYP, which in turn will prepare them to be full IB Diploma Programme recipients in high school. High School students at SJVA who meet academic eligibility criteria will have access to SJVA’s IB Diploma Programme along with all AP courses. Student who do not wish to take on the full IB Diploma Programme courses may still take individual IB Courses or take one of SJVA’s Career Technical Education pathway. SJVA provides flexibility through digital learning via Odyssey Ware. Students who need to recover credits, want to advance in a course or extend their broad course of study may request to take these A-G courses via this digital learning program. Furthermore, high school students are given the opportunity to obtain college credit via the Dual Enrollment program."	"The barriers preventing the LEA from providing access to a broad course of study are solely in the realm of transportation to our students to MSJ Dual Enrollment courses. With the increased enrollment of student in dual enrollment, our transportation has been severely impacted. We have had to add more personnel and more vehicles in this venue. In the future, given the rapid increase we are contemplating having students provide for their own transportation services. At the same time, our facilities are also restricting our access to broad course of study for all students. Our student population is increasing rapidly, thus our room capacity is largely hindered and so is our courses study offerings. In order to maximize our space we make sure we offer courses that are vital to our students’ needs. With increased facility space in the future, we will be able to venture and offer a wide range of courses."	"Increase access to IB and AP courses as well as new Career Technical Education pathways. Provide resources and staffing for IB , AP, CTE courses. Augment information from 9th grade on student eligibility for the California Bi-literacy and Gold State Seals, thus increasing the number of students eligible for such seals. Provide professional development and AP trainings for all AP teachers. Provide additional help for students in the form of Enrichment or Extended Enrichment with capable instructors to work on class projects at school after hours instead of at home. Provide site and guest speakers during non-school hours so that everyone has the opportunity to attend. Increase parent training nights to inform them of all course opportunities for their students which will empower them to support them in their academic endeavor."	Not Met		9/22/2022	2022
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 the student information system PROMIS 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 2021-2022 school year, 100% of SJCOE students had full access to a broad course of study as defined by the California Education Code 51210 and 51220(a)-(i). During the 2020-2021 school year, the program revised graduation requirements to include 10 credits of college career readiness."	"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 study 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 2020-2021 school year and was implemented during the 2021-2022 school year. In addition, students have access to the supplemental curriculum through 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 2022-23 LCAP intentionally reflects the need to address th"	"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 2016-2017, ELA and ELD curriculum in 2017-2018, History Social Science curriculum in 2018-2019, and NGSS curriculum in 2021-2022. Additional CTE courses were added in the 2021-2022 school year with a focus on computer science and coding."	Met		6/24/2022	2022
19650946023527	San Jose Charter Academy	7	"San Jose Charter Academy is dedicated to giving each student a world-class education that supports the development of the whole child: mind, body, and heart.  By this we mean all students in all subgroups have access to a range of academic coursework, emphasizing literacy, that has depth and meets and challenges their minds in communication, problem-solving, historical understanding, social awareness and scientific thinking, health and physical education that supports the active development of their body, visual and performing arts that develop their understanding and capacity for expression, and character and leadership education that continually develop their impact and purpose.  SJCA has made a deep commitment to using a clear, concise, and articulated program for a child’s TK-8experience.  Therefore, the content framework, language, concepts, and structures are consistent as their learning develops.   All students have access to character education to guide social-emotional function and effectiveness.  The Leader in Me curriculum and mindset are used to teach effective leadership paradigms to guide social-emotional development, as well as the integration of our enduring 8 Core Values: Respect, Responsibility, Justice, Compassion, Integrity, Wisdom, Courage and Hope.  All students, regardless of identified subgroup, have access to the broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs."	"All students maintain the same access to the same course of study of the following subject matters; English-language arts, mathematics, science, social studies, art, music, and physical education.  Every homebase classroom directly teach core values and leadership, using The Leader In Me curriculum. Forty-five minutes a day is provided for grades 1-5 for clustered learning which allows for intervention and assessment to ensure students can meet the demands of the Common Core State Standards.  A preventative tutoring model is provided from grades Kindergarten through grade 2 to help ensure students are reading by grade 3. As specified in LCAP Goal 3, the intervention literacy programs of System 44, Read180 and FastForWord support those identified for additional support.  Technology is embedded all student learning.  All students have access to a digital learning device:  iPad (TK-5) or laptop (6-8).  As defined in LCAP Goal 3, all students have access to intervention/support software: Achieve3000, Lexia, and STMath. Grades 6-8 also have access to Carnegie MATHia.  Intervention software assists in the acquisition of Common Core State Standards and learning expectations from Kindergarten to grade 8.   No student or student group is denied access to any offered courses.  In fact, where technology can enhance or bridge functional gaps, it is used to allow increased access to experience and learning."	"While all students have access to all coursework, the impact of COVID-19 on our community members’ well-being has elevated the need to identify and implement multiple opportunities for students to engage in the broad course of study, whether they were in school, at home in isolation or quarantine, or engaging the parent-opted long term independent learning. The school invested 700K into Promethean Boards and licensing to ensure access to the broad course of study in synchronous and asynchronous settings.  Barriers to this include a natural learning curve where teachers now had to balance a hybrid learning environment."	"We will continue to improve upon the implementation of using the Promethean Boards to enhance teaching and learning.  To address the barriers, AERIES has been our student information system that allows us to consider a variety of factors that impact greater access to the broad course of study for all students.  It not only aggregates all academic, social-emotional, behavior, and student information data but allows us, in infographic format, to analyze initial indicators of possible obstacles to avert student regression and areas of opportunity."	Met		6/21/2022	2022
43694274330676	San Jose Conservation Corps Charter	7	SJCCCS uses the Edgenuity platform which opens up 100+ new courses for students that are not offered in person at SJCCCS. SJCCCS also utilizes the Math and Reading placement exams through Edgenuity to get a baseline of where students are at.	With Edgenuity all students have access to a broad course of study. No student is denied access to taking courses online. If a student prefers in person learning then they are still taking seat based courses.	Size of the school and staff are a major barrier. With only 5 core teachers it is hard to provide a broad course of study for all students in a seat based program.	SJCCCS has invested in Edgenuity which opens up a number of A-G courses as well as CTE courses that students can take.	Met		6/2/2022	2022
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 K-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 using locally developed tools to monitor implementation."	"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."	Not Met		9/15/2022	2022
34674473430758	San Juan Choices Charter	7	"Choices Charter School uses internal enrollment data, counselor and teacher feedback, and student feedback to monitor access & enrollment of students in a broad course of study. We monitor A-G course enrollment, progress toward A-G completion and graduation requirements, and 12th grade progress toward graduation throughout the year. LCAP and WASC data are analyzed and used to guide adjustments to student access to a broad course of study."	"Since our 2021 WASC visitation, Choices has been committed to adding additional courses and electives, including a new Career Technical Education Pathway in Business & Finance, to provide the broadest possible course of study for students as possible. Despite our small size, Choices teachers pursue new ways to involve all students in a wide range of core and elective classes. It is unusual for a small independent study program to offer the diversity of classes that we do, but through creativity and determination, we offer several VAPA courses, both Spanish and French, robotics, art history, keyboarding, computer applications, child development, and others. Many of our elective courses are A-G approved, as are our multiple offerings in Advanced Placement courses. Over the last few years, we have expanded our AP offerings to six different subject areas.   The number of AP course offerings has increased from two to six. Access to Advanced Level Courses: There are no barriers of entry to honors and AP courses.  Since our WASC visit in 2021, Choices on average has developed and added at least two new courses each year."	"No barriers exist at this time. What cannot be provided through our own course catalog and teaching staff, we are able to ""outsource"" to other online curriculum providers. No student is ever denied the opportunity to challenge themselves in different courses."	"Choices Charter has implemented an open-course policy that allows any student to access any course they wish, provided they have completed prerequisites. CCS will continue this practice as new courses are added to our catalog of offerings."	Met		6/14/2022	2022
34674470000000	San Juan Unified	7	"San Juan Unified measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study for grades TK-12. For grades TK-8, San Juan tracks the percentage of students enrolled in ELA, math, science, social science, and PE. For grades 9-12, San Juan tracks the percentage of students enrolled in courses based on graduation requirements for ELA, math, science, social science, foreign language, PE, and VAPA. This data is gathered, disaggregated, and monitored using information from trimester two (TK-5th grade) and semester one (6th-12th grade) report cards that are found in the district student information system.  Expected course enrollment by grade level: • TK-5th – 95% or more students enrolled in ELA, math, science, social science, and PE. • 6th-8th – 95% or more students enrolled in ELA, math, science, social science, and PE. • 9th-12th – Based on graduation requirements*: English language arts (100%), math/science/physical education (50%), social science (87.5%), VAPA/world language/CTE (25%).  *Graduation Requirements: English language arts (4 yrs.), math (2 yrs.), science (2 yrs.), social science (3.5 yrs.), health (0.5 yrs.), visual and performing arts OR career technical education (1 yr.), and physical education (2 yrs.)."	"In 2021-22 trimester 2, the percentage of TK-5th grade students who received a broad course of study based on enrollment in English language arts, math, science, social science, and physical education included: • All: 89.5% (percentage of eligible students with a report card grade in all broad course of study subject areas) • ELA: 99.7% • Math: 99.6% • Science: 95.2% • Social Science: 91.5% • PE: 95.1% In 2021-22 semester 1, the percentage of 6th-8th grade students who received a broad course of study based on enrollment in English language arts, math, science, social science, and physical education included: • All: 94.9% (percentage of eligible students with a report card grade in all broad course of study subject areas) • English Language Arts: 99.7% • Math: 99.3% • Science: 98.2% • Social Science: 97.8% • Physical Education: 99.6%  In 2021-22 semester 1, the percentage of 9th-12th grade students who received a broad course of study based on enrollment in course/graduation requirements for English language arts, math, science, social science, foreign language, physical education, and visual and performing arts exceeded enrollment expectations. In 2021-22, AB104 reduced the credit requirement from 4 years to 3.5 years in ELA, and 3.5 years to 3 years in social science resulting in lower enrollment. • English Language Arts: 95.4% • Math: 87.1% • Science: 74.5% • Social Science: 81.2%  • Physical Education: 69.5%  • World Language: 69.5%  • Visual and Performing Arts: 43.9%"	"A barrier to students receiving a full course of study is ensuring that students have access to both core instruction that addresses grade level content and additional program, service, and intervention support in language arts, math, and English language development (ELD). This may disproportionately impact students who receive intervention, designated ELD instruction, or special education services to meet Individualized Education Program (IEP) goals, which may remove students from the comprehensive core classroom instruction for specific blocks of time during the day."	"The following actions are being taken to increase access and opportunity to a broad course of study, especially for our English learners (EL) and students with disabilities (SWD): • Expand and deepen professional learning for teachers around designated and integrated English language development instruction • Support general and special education teams through professional learning and collaboration time in order to increase the use of inclusive practices for students with disabilities in general education environments • Revise student code process for students with disabilities to access required general education courses and meet graduation requirements These actions are intended to increase the time that EL and SWD remain in the core classroom, increase the rate of students reclassified as English proficient, and create space in schedules to enroll in a broad course of study.  Credit recovery options are also being implemented across all high school campuses during the school year and summer to assist students with credit and grade recovery. Additionally, in 2020-21, the board approved new graduation requirements, which will increase enrollment in a rigorous course of study for each student in high school."	Met		6/28/2022	2022
01612910000000	San Leandro 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 Project Based Learning  In grades 6-12, we define a Broad Course of Study as - A Course Catalog that provides students with several opportunities to meet the A to G requirements - Coursework that includes Health and Science and Medical Technology, Information and Communication - - Technologies, Manufacturing and Product Development, and Marketing, Sales and Services - Courses that meet the UC/CSU entrance requirements  SLUSD 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: Elementary level, 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 Data and site-level review of English Language Learner and Students with Disabilities placement in core classes with interventions embedded within the core day."	"SLUSD ensures that 100% of our students have access to a broad course of study, including board-adopted and standards-aligned materials. At the secondary level, all students have access to a broad course of study. Students were able to select classes using our district course catalogs which has been recently revised to provide  students with several opportunities to meet the University of California Office of the President a-to-g requirements. These courses were open to all unduplicated students.  Enrollment data confirmed that students have opportunities to take college and career aligned classes. Our robust Career Technical Education offerings include 46 unique classes with 2730 student enrollments, including some duplicates for students enrolled in multiple CTE classes. We have a total of 181 unique courses meeting the UC/CSU entrance requirements. Specifically for English Learners, SLUSD created content focused courses taught by single subject credentialed teachers in the content area. SLUSD has implemented the co-teaching model, specifically Lead and Support, whereby content specialists teachers in grades 6-12 work alongside education specialists in the content area courses. This allows for our students with IEPs to be in the core content classroom, the least restrictive environment, with the expertise of the content area teacher who can assure attention to state  content standards and the expertise of the education specialist who ensures attention to the IEP."	"SLUSD has engaged in systems to work to ensure a broad course of study for all students. We are continuing to grow in how we do this at our continuation high school, which serves students 16 and older in need of credit recovery or behavioral intervention. We now have better quality ELD services for our few English Learners who are also in credit recovery but will this year embark on ensuring all continuation high school teachers build stronger practices towards integrated ELD across the content areas. SLUSD opened a new TK-12 virtual academy school to continue to adjust to serve students that need an alternate setting."	"An area of growth for us is to continue to offer robust peer mentoring and support to our Newcomer students who arrive towards the end of their high school years. In 2021, the school board approved a new strategic plan that highlights key areas of concentration connected to Priority 7. Goal 1 highlights access to science, social studies while improving math and ELA outcomes for historically marginalized student groups. Additionally, improved grade span transitions will help encourage access to engaging curriculum. Goal 2 expands prior objectives of multilingualism and cultivates college and career achievement through mentoring and counseling."	Not Met		8/23/2022	2022
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. It is difficult because it is such a small school. 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 . We hope that we can increase AP enrollment in the next few years when COVID 19 is no longer an issue. 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 ranging from Automotive Technology to Welding. Enrollment in those courses continues to be high regardless of the COVID 19 with 191 students attending the center during the 19-20 school year; 222 students attending the center during the 20-21 school year; and 214 students attending the center during this 21-22 school year. Additionally, students have access to 14 extra classes at their high schools"	"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. This is evident by our high graduation rate of 90%. Our English Learners have intensive ELD classes and Sheltered subject area classes (Math, Science, and History) that facilitates 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."	Not Met		8/16/2022	2022
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."	Not Met		9/21/2022	2022
27661830000000	San Lucas Union Elementary	7	"Ensuring students have access to a broad course of study is encompassed in LEA's LCAP Goal #2. Students are exposed to both electronic and paper-based curriculum, and curriculum and instruction meet the needs of students in grades 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 uses the LCAP goal #2 survey questions to track this."	"80.39% staff , students, and families agree LEA is  meeting LCAP Goal 2, with 7.84% disagreeing, and 11.76% declining to agree or disagree. Access to broad course of study is also confirmed through measuring student achievement outcomes. 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 the LEA faces are those that occur as the result of systemic, societal inequity: There is a growing homelessness problem within town boundaries, due to the freeze on developing new housing, which is in turn due to the tainted water system of San Lucas;  There is a  a super majority of students residing in low coming households, lacking access to civic resources and no financial ability or transportation to access social-emotional, academic supports (eg: tutoring) or special needs resources in neighboring towns.  The levels of education among parents of students is another challenge."	"LEA is focusing 22/23 on empowering and engaging parents. While parents are generally responsive to the LEA's communication efforts, LEA seeks to offer parent training, parent-student school-sponsored activities, and incentive to parents to actively participate in students' academic pursuits."	Not Met		10/13/2022	2022
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."	Not Met		10/18/2022	2022
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; 6. past and/or ongoing trauma, including the ongoing 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."	Met		6/23/2022	2022
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."	Access to a broad course of study data collected in 2021-22:  47% of 6th-12th grade students enrolled in Career Technical Education pathways (+22%) 24% of English learners enrolled in Career Technical Education pathways.  20% of Foster Youth enrolled in Career Technical Education pathways (+15%) 28% of Socioeconomically Disadvantaged Students enrolled in Career Technical Education pathways (+6%) 65% of 12th grade students completed A-G course requirements in 2021-22 (+8%) 25% of English Learners in 12th grade met A-G course requirements in 2021-22 (+1%) 46% of Socioeconomically Disadvantaged Students in 12th grade met A-G course requirements in 2021-22. 71.43% of African American/Black students met a-g requirements in 2021-22 (+2%) 47% of Hispanic students met a-g requirements in 2021-22.   42% of students in 9th - 12th grade enrolled in at least one Advanced Placement (AP) course in 2021-22. 42% of students in 9th - 12th grade enrolled in at least one Advanced Placement (AP) course in 2021-22 (+3%) 56% of the total students enrolled in one or more Advanced Placement (AP) classes passed at least one AP Exam in 2021-22 19% of English learner students in 9th - 12th grade enrolled in at least one Advanced Placement (AP) course in 2021-22. 0% of Foster Youth students in 9th - 12th grade enrolled in at least one Advanced Placement (AP) course in 2021-22. 23% of Socioeconomically Disadvantaged Students in 9th - 12th grade enrolled in at least one Advanced Placement (AP).	"Some barriers remaining in the San Marcos Unified School District for students to access a broad course of study include:  The number of high school students that passed one or more AP exams decreased by 18% to a total of 56% in 2021-22.   Only 3% of SMUSD students were dual/concurrently enrolled in classes at a community college in 2021-22.   The percentage of Students with Disabilities that met A-G requirements in 2021-22 decreased by 7% from the prior year.   The number of Foster Youth enrolled in Advanced Placement courses for 2021-22 school year was zero.   Only 28% of students identified as Socioeconomically Disadvantaged were enrolled in A-G aligned courses, 23% in AP courses, and 28% in CTE courses."	"SMUSD will ensure access to a broad course of study through:  Secondary school counselors will continue to meet with students to support enrollment in pathways that align with A-G requirements for graduation.   District will provide dual enrollment opportunities for students interested in attending the local community colleges.  SMUSD shall waive the assessment fee for the AP Exams for income eligible students.   To promote an increase in the number of students that receive the California Seal of Biliteracy, SMUSD will continue to expand the 50-50 Spanish Dual immersion program.   Continue  to prioritize and ensure access to a broad course of study for unduplicated pupils through individualized counseling and guidance regarding course selection and college readiness course requirements (A-G), as well as the creation of an equitable Master Schedule, which promotes and avails opportunities for advanced course enrollment to students from unduplicated populations.   Retain highly qualified teachers and classified staff to support academic success for our students, and ensure access to a broad course of study, SMUSD shall maintain a competitive salary schedule to be competitive with other districts.  The District shall hire a full time Foster Youth Liaison in the 2022-23 school year.   Continue to expand CTE offerings to match student interest and labor market demands."	Not Met		9/8/2022	2022
19649640000000	San Marino Unified	7	"For the 2021-22 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 2021-22 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 and year 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 2021-22 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 2021-22 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, SMUSD remained 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”."	Met		6/28/2022	2022
41104130000000	San Mateo County Office of Education	7	All students have access to a broad course of study. We serve a small number of students in 9th through 12th grade. Most all “unduplicated students” and all students upon entering our program have multiple people evaluate their transcript.	"By reviewing the transcript and by meeting with the student, parent or guardian, the school leader, the counselor and possibly a special education teacher, along with input from the previous district, students are placed in a full set of courses to work toward their goal of graduation, remediating credits or moving on to college. All students have access to dual enrolled classes each semester."	We know that students would like access to more technical education opportunities and found this consistent through the WASC process. We have multiple goals for the school to get students access to hands on learning opportunities in careers that they have interest in doing.	"We continue to need to work with an online platform to offer a broad range of courses to students. The combination of early and often assessment, course placement, remediation and goal setting works for more students but some still fall behind and thus we have more work to build in project-based and engaging curriculum for all students."	Met		6/16/2022	2022
41690470000000	San Mateo Union High	7	The District uses the following measures to monitor progress of all students relate to course access: - On-track for graduation at the end of each school year (credit accumulated) - Access to AP/IB and Dual Enrollment offerings - A-G completion/CCI completion	"Maintenance of high levels of overall percentage of 10th graders “on-track” for graduation (89%) - Fewer students who will be credit deficient downstream Significant improvement in % of SED (from 69% in 2020 to 78% in 2021) & LTEL Students (48% in 2020 to 59% in fall 2021) “on-track” Half of all upperclassmen gain access to two or more AP/IB classes while an average of 62% take one or more.  Last year’s students who do took two or more courses of any group successfully passed their classes with success rates exceeding 90%, with the exception of English Learners at 82%. Differentials among subgroups persist, but some improvements among Latino and Low-income students How are we addressing?: Continued counselor outreach/encouragement; AVID & Continued promotion of Dual Enrollment"	#NAME?	"We will, as also indicated in previous presentations, continue to invest in increase school counseling outreach, AVID and promotion of dual enrollment to continuously improve these outcomes for our historically underserved students."	Met		6/23/2022	2022
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 (i.e. ELLs, SWD, SED)  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. In addition, Educational Services monitors that all students are not removed from core content to receive additional social or academic support."	"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 (i.e., dual language immersion, Montessori, K-8). 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 the same enrichment/ elective course content where other students at a different site might not have that access."	The challenge remains for our dually identified students to access a broad course of study. This is because the supplemental support courses that are offered have an impact on the opportunities to access electives in our middle schools and enrichment in elementary school.	"Our district 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 (administrators and teacher leaders) have of Multi-Tiered Systems of Support (MTSS), specifically the implementation and monitoring of these supports. We are focusing on how to ensure that targeted (Tier 2) and intensive (Tier 3) supports are time-limited and ""temporary"" supports that do not limit some students' access to a broad course of studies on an on-going basis."	Met		6/23/2022	2022
49708056051858	San Miguel 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 Union School District 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 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 2020-21 ELPAC results for our English Learners and the number of English Learners redesignated as Fluent English Proficient (FEP) during the 2021-22 school year, better serving the needs of our English Learners is an area of growth for the District. Using our “Reclassification Review Process”, twelve 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 at all school sites."	Met		5/10/2022	2022
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 2022 to gain input. Based on the results of the survey we make programmatic decisions. 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 2021/22 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 of becoming LTELs in grades 4-5. We have added an elective period in Middle school for 6th-8th graders that focus on Agricultural Sciences or Fine Arts and Public Speaking. Students are also offered a variety of courses after school in the arts."	Met		6/30/2022	2022
37683530000000	San Pasqual Union Elementary	7	"All students have access to and are enrolled in a broad course of study, including English Language Arts, Mathematics, Science, History/Social Science, Visual and Performing Arts, and Physical Education.  The tools used to track course access and enrollment include the Local Control Accountability Plan (LCAP), the Synergy Student Information System (SIS), and the Special Education Information System (SEIS).  While the LCAP defines specific programs and budgetary expenditures for our unduplicated student groups (i.e., English Learners, Foster Youth, Low Income), the Synergy SIS reflects all course offerings and tracks specific enrollment information.  Additionally, the SEIS system is used to ensure that students with exceptional needs are provided access to a broad course of study with appropriate services and supports in the least restrictive environment."	"As San Pasqual Union is a one-school district, there are no other school sites to compare.  Middle School students (grades 6th-8th) have access to exploratory coursework, including Spanish, Speech & Debate, Forensics, Coding, and Film classes.  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, especially for students requiring extra remediation, and provide sufficient remedial supports without encroaching upon primary instruction or enrichment offerings."	"In order to ensure a broad course of study for all students, changes were made to the master schedule.  In middle school, a daily homeroom and SEL/Study Skills periods were added to provide to promote academic success and student wellness/connectedness.  During this time, remediation and other supports can also be provided for for English Learners, students with special needs, and any other students needing assistance, without missing core instruction.  In doing so, 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"" supports.  Further, the kindergarten school day was extended 90 minutes to provide more time for our early learners to master key standards.  Similarly, the TK admittance age was lowered to provide early intervention for our youngest learners.  As reflected in the 2021 LCAP, by providing additional opportunities for our unduplicated students, the District made progress closing the achievement gap."	Not Met		9/13/2022	2022
13632140000000	San Pasqual Valley Unified	7	"Broad course of study – A-G/dual enrollment/CTE pathway enrollment and completion Unduplicated student groups – STAR, transcripts, CAASPP, CAST Students with exceptional needs – LRE review, course design/enrollment, achievement rates, various measures as determined by CDE. Graduation rates/attendance data/discipline/SEL sessions/lessons EL reclassification rates/ Levels achievement"	"All students have access to and are enrolled in a broad course of study based on grade level and need.  Broad course of study – A-G/dual enrollment/CTE pathway enrollment and completion *Unduplicated student groups – STAR, transcripts, CAASPP, CAST *Students with exceptional needs – LRE review, course design/enrollment, achievement rates, various measures as determined by CDE. *Graduation rates/attendance data/discipline/SEL sessions/lessons *EL reclassification rates/ Levels achievement *College and career lessons K-8 *Events to support development; Career Fair, College Fair, SEL Camps, Mental Health booths"	"The 4x4 high school block schedule does not allow students with exceptional needs to show as being enrolled in LRE. For instance, two SDC classes and two general education classes results in only 50% rate for LRE. The goal is to have more than 50% LRE. Otherwise the schedule benefits students for credit recovery purposes, additional A-G, CTE, work experience, etc. SPVHS is working to move more students, based on student need and support, to LRE. EL students have access and are beginning to show progress as demonstrated in reclassifications."	"SPVHS is considering moving away from a 4x4 block to allow more students with disabilities to participate in a majority of courses, improving LRE rates. SPVMS has moved to a seven period day to provide more EL and elective course options. The alternative site is now working in partnership with SPVHS to provide more course access to students."	Met		6/17/2022	2022
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. Additionally, we are working to increase diversity in our AP and Honors classes so the student population is well represented in those classes."	"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 identifying priority standards and the use of strategies to support diverse learners. 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 City Schools has also developed a Teacher Leadership Team to begin piloting Standards Based Grading and the Graduate Profile in 6th-12th grade classrooms to ensure equitable grading practices."	"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 and the assessments to track progress towards those goal. 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."	Not Met		9/12/2022	2022
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 data.  Adherence to the course catalog ensures that all SRVUSD students take the requisite courses necessary for graduation that are outlined in California Education Code.Additionally, SRVUSD has created counseling sessions to analyze and ensure access for all students, including unduplicated students, and individuals with exceptional 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 49 Career Technical Education (CTE) pathway courses offered in our district. About 100 students currently participate in the iQuest internship program at two high schools. The iQuest course provides students the opportunity to work closely with a teacher and meet regularly as a class to develop an internship or self-study that connects to their individual needs and interests. Currently six elementary schools and all grade 6 students taking an elective wheel from two middle schools participate in the California High Integrated Maker’s Education (CHIME), which introduces students interested in STEM to their course and program options in technology, computer science, engineering, and science."	"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. 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. SRVUSD will continue to review our policies regarding course availability in order to address parent/guardian concerns."	"The district will increase communication to all stakeholders regarding 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 and increase interventions within the parameters of SB 328."	Not Met		10/18/2022	2022
37683790000000	San Ysidro Elementary	7	"The district engages in curriculum alignment through a CCSS aligned Instructional Matrix in GR TK-8. These matrices serve as the instructional guide for all grade levels and ensure that all students are receiving standards aligned instruction in every grade level.  Students across all student groups are supported with embedded tiered supports, which are developed through the lens of data from common assessment and collaborative instructional planning at each grade level across instructional programs. The focus of all instruction is academic language acquisition and tiered support for all core instruction."	"All students in grades TK-8 have access to rigorous CORE instruction with embedded supports. Our middle school students have elective courses which include STEM, Computer Science, Art, and Spanish. At our elementary school students participate in a STEM enrichment program through PLTW, SEL instruction, and Physical Education as part of their weekly instructional model. These programs serve to support all students and include all student groups including students with exceptional needs."	"A barrier that exists in our community is the high number of English learners that we serve at our middle schools, where the required designated ELD course can make it difficult for students to participate in enrichment type activities. As a district we are mitigating this barrier by offering before and after school opportunities for students to participate in middle school sports programs, Robotics, AVID, dance, and other enrichment activities through our Pathways Program."	"In order to support access to a broad course of study for all students, the district has included before and after school opportunities as part of our expanded learning opportunities program and Pathways that has allowed students to participate in middle school sports programs, Robotics, AVID, dance, and other enrichment activities."	Met		6/23/2022	2022
10624146117873	Sanger Academy Charter	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."	Met		6/28/2022	2022
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."	Met		6/28/2022	2022
30666700000000	Santa Ana Unified	7	"SAUSD uses a variety of tools and data points to track the extent to which all students have access to a broad course of study. Data is collected and analyzed at both the school and district levels 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 through: -Transcript Evaluation Services - reviewing A-G course analysis  -Strategic master schedule site meetings -Continuous Course Catalog Updates -A pilot of HS Individual Academic Plans via student information system to ensure students fulfill district graduation and A-G requirements -Utilization of California College Guidance Initiative (CCGI) as a College and Career Planning Tool -State reporting tools including 4-year cohort graduation rate -AP, IB, Dual Enrollment college credit-bearing courses, A-G course enrollment, and completion rates  -National Student Clearinghouse postsecondary enrollment and persistence data  In addition, EL progress is measured by monitoring reclassification rates and the English Learner data including the Progress Indicator (ELPI).  English learner, Special Education, Foster Youth, McKinney-Vento, Newcomer, Migrant Education student disaggregated progress data include: Graduation rate, 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."	"All schools offer minimum course requirements per CA Ed. Code via 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, ATSI, and CSI improvement plans which identify barriers to access for students and add targeted programs to support academically disadvantaged students and/or identified schools and student groups -Post Secondary Status Survey of CTE Completers-identify student persistence in post-secondary programs  Students with disabilities, English Learners  (ELs), and students have access to Tier 2/3 intervention to support learning. All ELs receive integrated and designated ELD to maximize core content access and language development. Newcomers receive intensive language development to rapidly acquire English within cohorts with 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. Elementary students have access to career awareness lessons. Secondary students may pursue 40 unique career pathways. Course enrollment practices and individual academic planning increase honor and AP course access for underrepresented students. SAUSD counselors support expanded access for students to dual enrollment courses."	"Barriers include: -Special population students who have limited access to elective courses need to receive additional intervention/service period  -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  -Compacted schedules with electives in 10th grade -Limited availability of teachers with CTE-designated subjects credentials to support programs -Competing programs such as AVID and standards-based electives -Academic support pullouts precluding student access to electives -Courses that are not motivating, engaging, and relevant -Outdated course offerings  -Need more dual enrollment opportunities -Competing demands for before and after school blocks to engage in extended learning while also having to be remediated or engage in sports and athletics -Not all sites can offer comparable/equitable courses -Perception & equity of fundamental schools and non-fundamental schools"	"Hired/hiring: -Curriculum and program specialists, teachers, instructional coaches, and support staff to support standards-based instruction in all content areas -13 teachers and 2 curriculum specialists to support VAPA -2 CCR coordinators, 2 CCR District, and 205 site school counselors to support student success -2 new mental health coordinators    SAUSD will:  -Continue to expand staffing in curriculum and program specialists, teachers, instructional and future-ready coaches, and support staff to support standards-based instruction in all content areas to ensure academic success. -Provide training to expand and improve access to Datahub  -Implement TES  -Implement SAUSD's MTSS Early Warning System, and data dashboard to allow for tailored interventions to address individual student needs  -Increase access to Career Technical Education pathways for Students with IEPs  -Provide AP course teachers with training about accommodations and UDL training to increase support and access for students with IEPs  -Increase access students with IEPs access and completion of college credit courses with a grade of C- or better   -Encourage IEP teams to work with counselors to ensure appropriate student access to the Seal of Biliteracy programming -Increase access for students with IEPs to Santa Ana High School's JROTC for at least two years while earning a grade of C- or better -Increase access for students with IEPs to pre-employment training to transition to post-secondary options"	Met		6/28/2022	2022
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 and public health restrictions.  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 returned to a more typical master schedule in 2021-22."	Met		6/15/2022	2022
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 ensuring our students have access to and are enrolled in the courses needed for 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, Dos Puertas located at the Juvenile Justice Center 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."	"Three teachers received their Designated Subject credential authorizing them to teach an Exploratory CTE class. A CTE TOSA ensured the classes were uniformly implemented and provided coaching to CTE teachers. In 2022, we identified a CTE pathway, and a teacher was trained in the summer. We will pilot a manufacturing class in 2022-23.   With the turnover of students, staff are faced with balancing the demands of meeting the needs of newly enrolled students, including evaluation of transcripts, determination of coursework, assessment, and orientation; determination of grades and transcript updates for exiting students; and maintaining a rigorous instructional environment for all.    The length of detainment for students is varied, with some enrollments lasting only a few days. Ongoing and necessary triage is used to accommodate the needs of our students and provide essential support.   A majority (67.40%) of students enter with severe academic deficits. Priority is getting them back on track toward high school graduation. Once on track, we offer a breadth of coursework to enrich their school experience.   Many students experience social, emotional, and physical trauma that impedes their ability to access the academic curriculum, cope with anxiety, and maintain focus. Our staff implements practices that support the needs of students. They evaluate student needs and adjust strategies, and ensure students are provided opportunities for success."	"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"	Met		6/9/2022	2022
42767860000000	Santa Barbara Unified	7					Not Met			2022
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 towards 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 reading and math assessments enable staff to provide intervention or differentiated instruction as needed for all students grades K-12. 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: (a) core curriculum, (b) intervention, (c) acceleration, and (d) electives. Alternative Education students have access to career technical education pathways and career certification, and Students with Disabilities are provided workability and transition services to support individual needs as defined by IEP. The LEA continues to expand elective offerings and refine core program offerings to students based on input provided during the LCAP review and update process."	Primary barriers to access to a broad course of study include the transiency of incarcerated students and restrictions on classroom configurations based on their placement by Probation.	The Alternative Education Department continues to address this need 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. The ESD continues to add elective and enrichment courses to support student engagement and curricular engagement is a priority from year to year.	Met		6/15/2022	2022
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.	Met		6/22/2022	2022
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) This is Spring 2022 baseline data for us and we will monitor going forward as we track contact with counselors beginning in 7th grade: Spring 2022	"77% of all grade 9-12 grade students met with counselors about college and career plans following the ASCA counseling model.  76% of our Hispanic, Black or African American, Socioeconomically Disadvantaged and Students with Disabilities met with counselors, 75% of English Learners and 71% of Homeless or Foster Youth met with counselors.  This model allows for us to ensure that students have a broad course of study and are on track for graduation following our board policy of A-G default enrollment."	"Bell and master schedules constrained by staffing levels, inflexible instructional minute requirements can be barriers to course offerings.  Despite this, the district does its best to offer students an expansive course choice and creatively works with our educational partners such as community colleges and universities to offer courses beyond the school day."	Continue to increase the number of student:counselor contacts especially for our most historically underserved students in order to prepare them to graduate with a broad course of student and A-G eligibility.  Continue to ensure A-G default enrollment in courses.  Continue to explore and expand CTE pathways and interdisciplinary courses.	Met		6/23/2022	2022
19651360117234	Santa Clarita Valley International	7	"In grades TK-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: -Individualized Learning plans (ILPs), revised at least once per semester. -Presentations of Learning (POLs), presented by each learner at the end of each year.                                                                                                                                           - Teachers make use of the iLEAD planning guide that places Common Core State as the foundation of all projects."	"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."	Not Met		10/19/2022	2022
44698150000000	Santa Cruz City Elementary	7	"Locally selected measures used include: -Site master schedules -Student progress reports  -Class grade data   It should be noted that all data is disaggregated by race/ethnicity, English language proficiency, students with disabilities, gender and economic status in order to focus in on areas of need for our unduplicated students and for individuals with exceptional needs."	"Elementary All students in elementary school (TK-5) participate in a rich and broad course of study. Elementary classroom schedules for core academics including: literacy, mathematics, science, history/social studies, English language development, and physical education and schoolwide schedules for special classes including: library, art, music, and life lab reflect that every student has access to a broad course of study.  In literacy, the district has implemented a district wide English Language Arts adoption Benchmark Workshop. In this program, students have literacy blocks that include direct instruction and independent work time. Staff pushes into literacy blocks to give differentiated support to students, so no student is removed from direct instruction. Mathematics is taught daily and incorporates language routines and differentiated supports to provide instruction to a variety of levels. All students receive a minimum of 200 minutes of physical education every two weeks. Science, History/Social Studies, and English Language Development are all taught during the school day, either by the classroom teacher or on a rotation to allow teachers to specialize (for example, one teacher may teach a particular science unit to all classes at that grade level.) All students receive special classes taught by credentialed teachers in art, music, and library science. Students also receive hands-on science curriculum in the Life Lab gardens, taught by classified staff."	"The greatest obstacle to providing a broad and balanced course of study is the limitation of the school day. With so many competing subjects and interests, it is challenging to ensure that all students have sufficient time in non-core subjects such as music and art."	"Elementary sites design a thoughtful and intentional schedule and often use rotations so that students are able to have rich and broad experiences in music, art and Life Lab. Elementary principals work together and share best practices to guarantee that students schedules support a broad course of study, and the district supports them in this planning and work."	Met		6/15/2022	2022
44698230000000	Santa Cruz City High	7	"Locally selected measures used include: -Site master schedules -Transcript audits at secondary -A-G completion -Course enrollment data -Class grade data   It should be noted that all data is disaggregated by race/ethnicity, English language proficiency, students with disabilities, gender and economic status in order to focus in on areas of need for our unduplicated students and for individuals with exceptional needs."	"Middle Schools’ broad course of study includes courses at each grade level in the following content areas: -English Language Arts -History Social Sciences -Science -Mathematics -World Language (Spanish 1) -Physical Education -Visual and Performing Arts (Art, Band, Choir, and Beginning Music) -Applied Arts (Woodshop and Coding)  High Schools’ broad course of study includes courses in all of the above content areas listed for middle school, as well as many different Applied Arts elective courses, Visual and Performing Arts elective courses, World Language courses, and over thirty different Career and Technical Education courses in fourteen different career pathways."	"All middle school students are enrolled in a broad course of study except for some English Learners and students with disabilities not always being able to take an elective (e.g., art, band, woodshop, etc.). The middle schools have been challenged with their ability to enroll English Learners and students with disabilities in Visual and Performing Arts and Applied Arts elective courses due to the fact that they have a 6-period day and these students’ elective is either English Language Development or a resource specialist program support class."	"Both middle schools have added a zero period PE class, allowing students the option to take 7 periods during the day, which has allowed these students the opportunity to enroll in Visual and Performing Arts or Applied Arts elective classes."	Met		6/15/2022	2022
44104470136572	Santa Cruz County Career Advancement Charter	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, CTE course completion, monitoring student transition and career services received, attendance rates, as well as Comprehensive Adult Student Assessment System (CASAS) and ELPAC test 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 enhanced support around Educational Functioning Level (EFL) and literacy gains, course completion, and persistence in attendance and engagement are needed for our students, the majority of whom are low-income, people of color, students with exceptional needs, and/or English Learners."	"We provide a number of services for our students intended to ensure that they can benefit from the academic programs. In addition to ensuring that all students have access to courses required for graduation, we provide a variety of programs to meet student needs. With social-emotional care and learning at the forefront of what we do, the programs and services developed address the accessibility needs of our unduplicated students. These include: mental health counseling, free and reduced meals, special education services, work-based learning, career/college support, childcare services, access to technology, and internet connectivity for home-based learning.   The majority of our students are behind in credits and enroll with existing learning gaps due to significant life obstacles (i.e. addiction, domestic abuse, homelessness, incarceration or former incarceration, expulsion, young parenthood, lack of fluency in English, academic failure, and various other trauma). Many of our English Learners are long-term ELs. These gaps are often exasperated by life challenges and trauma."	"In response to our results, the following actions are planned:  1. Assign instructional assistants to serve in programs with high concentrations of unduplicated students Offer individual and small group after-school tutoring, paying closest attention to students with large learning gaps and those with exceptional needs.  2. Increase CTE pathway offerings as well as dual enrollment throughout our school programs  3. Increase program capacity for student basic needs services (i.e. food, mental health services, etc.)  4. Provide social-emotional and academic counseling to all students at all school sites."	Met		6/30/2022	2022
44104470000000	Santa Cruz County Office of Education	7	"Local measures and tools used to track student access to a broad course of study include: Student transcripts, Individualized Education Plans (IEPs), EL Progress Monitoring forms, College and CTE course completion monitoring, attendance and suspension rates, as well as CAASPP results and local Star Renaissance Reading and Math assessment results. We use our student information system to organize and disaggregate the data to ensure equal access for all students, including unduplicated students and individuals with exceptional needs."	"All of our students have access to a broad course of study. However, grade and course completion rate gaps exist, especially for our students of color, students with exceptional needs, and our English Learners. And while we have increased the number of students completing dual enrollment in college courses and/or CTE courses, we have found that in these two areas there is still work to be done. Our programs are increasing awareness of the number of CTE pathway offerings and developing additional means for students to be able to access dual enrollment courses."	"The Santa Cruz County Office of Education Court and Community Programs operates a myriad of programs throughout Santa Cruz County. The mission of our program is to ensure that every student in our county has access to an educational program that suits the individual’s unique needs. This is accomplished through a variety of locations, educational models, and programmatic structures. During the course of the school year, we serve anywhere between 600 and 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. We principally direct resources to support all of our students with higher needs and due to the small nature of our programs all of our students benefit from this model. All of our students have access to a broad course of study, counseling, food, work-based learning, empl"	"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."	Met		6/30/2022	2022
42693100000000	Santa Maria Joint Union High	7	"The Santa Maria Joint Union High School District uses various locally selected measures to ensure student have access to a broad course of study. Student placement occurs through the District’s research-based assessment tool for English and math. 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 and supports through interventions. The District uses its student information system to develop and monitor every student's four-year academic plan. Counselors monitor students' courses toward graduation requirements and A-G completion. All comprehensive sites provide college and career awareness including financial aid. The District provides all school sites access to the University of California Transcript Evaluation Service (TES) which provides student progress on A-G course completion. These services are essential for the success of low-income, foster youth, and English learner students.  The District uses a software program to collect the interest of students regarding College and career readiness by having them take an interest inventory each year to focus their plans after high school and guide 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 that are not available at the school in their boundary. Transportation is provided for all students enrolled in courses at the MRCTE Center.  English Learner students who enroll in the District with primary grade-level language acquisition are placed properly into content and designated English Language Development courses. The district’s instructional strategic plan includes measures that directly increase the A-G completion and graduation rates for English Learners, foster and homeless youth, and students with disabilities. The district has steadily increased its number of co-teaching sections. Special and general education teachers collaborate regularly to ensure they are meeting the needs of our students. Students with disabilities regularly participate in one or more course pathways."	"The District’s barriers identified 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. 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 change in staff occur. The implementation of intervention courses should be structured similarly throughout the District as students move from one school to another."	"The District recently added a Data Analyst position, which has dramatically increased access and analysis of student and course enrollment data. English college preparatory courses that support the transition of English Learners align with ELA and ELD standards. The District is currently working with teachers and counselors to structure academic alignment and support English Language Development designated support courses. Special education teachers are developing a professional learning plan that addresses the needs of special education students.  Co-teaching with special education teachers serves special education students' needs in core content courses, promoting success and academic development. Science teachers are provided continuous professional learning and have created a NGSS pathway that includes Physics of the Universe, Biology of the Living Earth, and Chemistry in the Earth System courses. All three are A-G approved (D), which is expected to increase the number of students meeting this CSU/UC eligibility requirement. Math teachers implementing an algebra 1 and geometry course through the District’s learning management system and are providing support classes. The District's state-of-the-art MRCTE facility is open with pathways added each year."	Not Met		10/11/2022	2022
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."	"Using its locally selected measure, 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 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."	"Barriers that continue to prevent SMBSD from further maximizing broad course of study offering to students include a lack of time during the regular school day, elementary school site schedules that are not coherent districtwide, barriers related to transportation, family engagement, income, and socio-emotional needs. Progress continues to be made toward coherent structures to be achieved through the identification of common learning outcomes, monitoring of school schedules, collaborative work around best practices and delivery of integrated instruction and project-based learning. Non-academic barriers related to transportation, family engagement, income, socio-emotional needs and others continue to guide Local Control and Accountability Plan actions and services in an effort to address the needs of the whole child and create and maintain a safe, secure, healthy and positive learning environment for all students. These include: structures to improve access to meet basic needs with five Family Outreach Advocates, four District Community Liaisons and a Program Specialist to expand family engagement, Marriage and Family Therapists and Outreach Mentors to address socio-emotional needs of students, Homeless Liaisons for students experiencing homelessness, and the increase of safety and health services"	"SMBSD remains committed to providing all students with comprehensive Tier 1 Instruction and equitable interventions  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."	Met		6/22/2022	2022
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.	Met		6/23/2022	2022
19649800000000	Santa Monica-Malibu Unified	7	SMMUSD analyzes and track 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."	"In partnership with Santa Monica College staff, counselors will continue to advise EL, LI, and HM/FY students on dual enrollment courses. In addition, counselors and advisers will the Advanced Placement (AP) Potential reports based on the Preliminary Scholastic Aptitude Test (PSAT) to identify EL, LI, and HM/FY students for advanced placement courses. Furthermore, in an effort to more authentically engage our Foster Youth, counselors will meet with them more regularly to develop, implement, and monitor differentiated plans to assist students in visualizing their course of study."	"English Learners and Low-Income students continue to participate in the Young Collegians Program, a partnership between the Santa Monica College (SMC) and the District that provide freshman students who are the first to go to college in their family the opportunity participate in SMC courses beginning in the summer after their freshman high school year and continue enrolling in courses each subsequent summer until they graduate from high school. Informational meetings were held with students and their families to demystify the process and provide guidance and support as they begin this journey. Site and district leaders oversee this program. The Advancement Via Individual Determination (AVID) program will continue to be implemented at JAMS and Samohi to support our Low-Income students in meeting the requirements and completing the process for applying to college. To implement the action plan, additional funding will be provided to support collaboration during the day or after school. We will continue to partner with the community college to help recruit tutors. All tutors will continue to be trained to ensure the tutorial program is properly implemented. Site teams will continue to review student progress at the end of each grading period and collaborate to deepen understanding of certification requirements and strengthen the program."	Met		6/30/2022	2022
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 or math support are provided with small group reading/math services during the school day.  A further analysis is needed to ensure that students who are participating in the reading/math 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/math intervention classes during the day and will continue to examine daily/master schedules and strengthen the data collection and analysis of all students to ensure access to a broad course of study.	Met		6/22/2022	2022
27661910000000	Santa Rita Union Elementary	7	"Through data analysis of local and state assessments SRUSD acknowledges student groups have performance gaps in ELA and math.  After the 2020-2021 year of distance learning these performance gaps demonstrated a higher percentage of subgroups with performance gaps. In 2021-2022 73.7% of SRUSD students are socio-economically disadvantaged, 38.5% our English Learners. SRUSD develops the LCAP focusing on student groups socio-economically disadvantaged, English Learners and Foster Youth. Goals and actions in the LCAP support English Learners students to have access to designated and integrated supports.  Goals and actions in the LCAP also provide intervention supports for students with performance gaps in ELA and math.  Funding for increased paraprofessionals and intervention supports specifically for our students with exceptional needs, English learners, foster youth and students experiencing homelessness supported SRUSD's ability to bridge learning gaps. SRUSD provides funding supports for students demonstrating socio-emotional needs or counseling services. Character Education is provided at all sites and all teachers are trained on Restorative Practices."	"SRUSD's students are provided equitable opportunities and services. Curriculum board adopted was recommended through the  curriculum council process and supplemental material is provided to support students showing difficulty in  obtaining learning objectives or to enrich students understandings of the objectives.  In 2021-2022 SRUSD developed an independent study program called the Virtual Learning program.  This allowed students to have access to equitable instruction online in a virtual setting.  Students in the Virtual Learning Program had access to inventions, enrichments as well as any extra-curricular activities offered by the school site."	"In 2021-2022 students returned to in person learning after the year of distance learning caused by the COVID-19 pandemic.  Re-acclimating students to school sites, feeling safe and engaged became a focus for SRUSD.  19% of SRUSD students were chronically absent across all sites.  SRUSD initiated professional development for all teachers to be trained in Restorative Practices and were provided other trainings to support socio-emotional needs of students to help students feel safe and comfortable on campuses."	"SRUSD created a new goal in 2022-2023. Goal 4 will ensure all students are provided a safe, inclusive & restorative environment with needed socio-emotional supports and free from discrimination. This goal will support the improvement of services for socio-emotional learning, restorative practices and increasing staff capacity around anti-bias, equity and anti-racism policies and practices. Students with exceptional needs, students experiencing homelessness, Foster Youth, English Learners, and students of all backgrounds will be provided an an anti-racist, anti-bias educational environment that is safe and free from discrimination for all students, regardless of sex, sexual orientation, gender identity, or gender expression."	Met		6/22/2022	2022
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, 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 disability and require additional support. All students, regardless of student group, are required to attend mandatory tutoring if they are not demonstrating progress in any of their classes. As a result of participation with support in a broad course of study, we have had a 100% graduation rate for all students including students with exceptional needs who earn regular diplomas, and not certificates of completion."	"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."	Met		6/9/2022	2022
49402530000000	Santa Rosa City Schools	7	"In 2022-2023, all courses offered in SRCS are fully aligned to the common core curriculum and/or meet UC/CSU guidelines. These changes support a higher number of students with special needs to graduate with a diploma. District training in co-teaching, learning labs and differentiation will further support an increase in graduation rates throughout the district. With the new graduation requirements, fully implemented with the class of 2022, all English learners are in core content classes. With the passage of AB 2735, all ELs have access to a broad course of study as students are placed in general education classes meeting graduation requirements thus providing options for post-secondary education. Also, student enrollment in AP, IB, and Honors courses by ethnicity, socioeconomics, and other factors can be used to evaluate if students are accessing a wide array of courses. This, coupled with a master schedule review, provides data as to who is enrolled in classes by grades and demographics. And furthermore, graduation rates also provide indicators as to student access and enrollment in a broad course of study."	"Student access is very high. Despite this, counseling teams and enrollment procedures need to adhere to a strong belief that access is not enough. Ultimately, actually having students enrolled in and successfully completing courses is the goal. Some high schools are implementing co-teaching sooner than the district rollout requires so they can simply better support students even earlier than the district timeline. This is the case in schools like Elsie Allen High School and Piner High School. SRCS has graduation requirements that started with the class of 2022 that require all students to have had access to common core and UC/CSU transferable course work through their four years of high school. The Board of Education has mandated that student course work automatically aligns with A-G requirements so that students who successfully complete four years of high school will likely be able to transfer immediately to a 4 year UC/CSU. SRCS slowly worked towards this goal by erasing non A-G aligned courses in high schools over the last five years so that a broad course of study is available to all students."	"As the co-teaching model increases across middle schools to all high schools in the coming years, more special education students across the district will have rigorous core academic classes and the support needed to complete them. Not every high school is implementing such approaches ahead of schedule, and therefore, access is variable across the district as the mandatory expectation for each grade level is being phased in. Furthermore, due to the COVID pandemic, its challenges, and the need to phase in complete A-G alignment and student access to a broad course of study, SRCS has implemented waivers for the class of 2022 and the class of 2023 that allow students to graduate from high school without having taken all of the courses needed for UC/CSU eligibility. Once these waivers sunset in 2023, and once the co-teaching model is fully implemented in the next few years, there will be few to no barriers in place to restrict students from a broad course of study."	"As stated above, the LEA will have co-teaching in core academics, allowing all special education students to be mainstreamed with support. Also as stated, this will phase in, moving from middle to high school grade levels one grade level at a time. Furthermore, alignment with A-G requirements has been implemented, but waivers, as well as state mandated opportunities for students to graduate with the state minimum of coursework, has delayed complete access to a broad course of study. Despite these small nuances, SRCS has confidentally moved to full implementation of a robust broad course of study and its students have enhanced access and opportunity over the last few years. The increase in co-teaching, the phasing out of waivers, and the end of the COVID pandemic and related state responses will allow SRCS to fully engage in providing the broad course of study it has been working towards over the last few years."	Met		6/22/2022	2022
42691796118434	Santa Ynez Valley Charter	7	"The school is using discussion and feedback from staff and administration to determine the level at which all students have access to, and are enrolled in, a broad course of study. The school undertakes a review of course offerings and class schedules, as well as the curriculum content employed across all grade levels. Course enrollment reports in the student information system identify access and enrollment based upon grade spans and students with exceptional needs. All students, regardless of grade level or special educational needs have access to, and are enrolled in, a broad course of study."	"All students in K-6, regardless of grade level or special educational needs have access to, and are enrolled in, a broad course of study. The prescribed courses are: English, Mathematics, Social Science, Science, Visual and Performing Arts (VPA), Health, Physical Education. Based on teacher survey responses, of these courses, Health and VPA are ranked lowest by teachers for accessibility. The prescribed courses for grades 7-8 are the same as the above and also include Career Technical Education and World Languages, neither of which the school offers as stand alone courses. The school is undertaking a review of Health curriculum in the 2022-23 school year."	"Barriers preventing the school from maximizing broad course of study offerings to all students include an already full schedule during the regular school day as well as budgetary limitations. The school offers electives in art, music and garden provided by outside contractors, and does not currently 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 prioritize actions related to the continued development of a broad course of study for all students. Feedback shows that core subjects (ELA, Social Studies, Math and Science) rank highly against these measures, whereas Health, Language and VPA do not perform as well. The school will develop an updated action plan in the area of curriculum to address these issues."	Not Met		9/20/2022	2022
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."	Met		6/21/2022	2022
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."	"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 master schedule building to provide an extraordinary education in an inspiring environment with caring people.	Met		6/21/2022	2022
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 2021-22 school year, all SUSD students had access to a broad course of study outlined by the 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 MTSS. RMS: Adoption of new NGSS curriculum, implementation of Acknowledge Alliance, CASSY counselors.  Culturally responsive novels were added at each grade level.  A social worker may be added in 2022-23. Elementary:  ELA/ELD, Readers Workshop, and Fundations phonics were adopted, and NGSS curriculum. Orchestra was added to 5th-grade music offerings."	Met		6/23/2022	2022
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: 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: 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 2021-2022 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 2021-22 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 2022.    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 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 and barriers preventing the district from providing access to a broad course of study are mainly centered on programs and services for 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 Youth 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."	Met		6/16/2022	2022
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."	Met		6/29/2022	2022
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 and social emotional interventions. Mental health supports 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 2021-2022 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."	"Saugus continues to analyze student enrollment information to ensure students are identified correctly. We will 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 to include 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: 21st Century Learning through Science and Social Studies, Health and Wellness, English Language Arts, and Math. 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. Saugus is fortunate to provide each classroom with an Interactive Flat Panel and student Chromebooks to assist with and enhance the integration of technology across the curriculum to 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 educational partner meetings throughout the school year, input and feedback data are collected which provides information for continuous analysis of our practices and ensures a broad course of study for all students including our unduplicated count student groups."	Met		10/12/2021	2022
21654740000000	Sausalito Marin City	7	"We have enrollment metrics disaggregated by race, gender, home language, and income level for all programs the district offers for both elementary and middle school. We have single subject credentialed teachers for secondary and contracts with enrichment providers, and an inclusive special ed model. Our Middle School schedule and enrollment as well as our program offerings in elementary ensure that based on grade spans, unduplicated student groups and individuals with exceptional needs have access to a broad course of study."	"All students are enrolled in a broad course of study, with the exception of El’s at our middle school. They have one less elective due to state mandated ELD minutes. Al El’s have the opportunity to make up an art elective during a zero period offering at the middle school level or during afterschool."	"Essentially our size is our greatest barrier followed by budget. As a one school district with only 350 students and just over 100 middle school students there are only so many electives we can offer, we had a single subject credentialed music, art, and language teacher in the 21-22 school year, but had to reduce those positions to our budgetary position for the 22-23 school year."	"We changed our elective scheduling, started offering zero period, and will create an elective wheel in the 22-23 school year and reduce the number of PE minutes our 6th graders currently receive while staying within state mandated minutes and ensure that K-6 has access to all courses of study"	Not Met		10/14/2022	2022
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 number 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. The school uses Aeries as a tool to track student participation in programs."	There are no differences in access provided to a broad course of study for school sites or for student groups. The school provides access to all students for a broad range of core and elective courses through Edgenuity. Students have input and choice of electives and career pathways. All pathways are open to all students. SAVA also provides intervention programs and outreach services to ensure students have access to resources and supports aligned to their educational and career goals.	There are no barriers preventing a broad course of study for all students at SAVA and SAVA seeks to expand programs as the school budget allows.	"SAVA is seeking to expand its broad course of study for all students as the school’s budget allows, including development and expansion of CTE programs."	Met		6/22/2022	2022
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. The school uses Aeries as a tool to track student participation in programs."	There are no differences in access provided to a broad course of study for school sites or for student groups. The school provides access to all students for a broad range of core and elective courses through Edgenuity. Students have input and choice of electives and career pathways. All pathways are open to all students. SAVA also provides intervention programs and outreach services to ensure students have access to resources and supports aligned to their educational and career goals.	There are no barriers preventing a broad course of study for all students at SAVA and SAVA seeks to expand programs as the school budget allows.	"SAVA is seeking to expand its broad course of study for all students as the school’s budget allows, including development and expansion of CTE programs."	Met		6/22/2022	2022
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 number 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. The school uses Aeries as a tool to track student participation in programs."	There are no differences in access provided to a broad course of study for school sites or for student groups. The school provides access to all students for a broad range of core and elective courses through Edgenuity. Students have input and choice of electives and career pathways. All pathways are open to all students. SAVA also provides intervention programs and outreach services to ensure students have access to resources and supports aligned to their educational and career goals.	There are no barriers preventing a broad course of study for all students at SAVA and SAVA seeks to expand programs as the school budget allows.	"SAVA is seeking to expand its broad course of study for all students as the school’s budget allows, including development and expansion of CTE programs."	Met		6/22/2022	2022
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.	"State academic standards are implemented across the curriculum including practices of Universal Design for Learning to integrate multiple subject areas and support cultural diversity.  Materials align with the 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. In Savanna, we implement MTSS 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."	"The biggest barrier for our students is their social emotional well-being.  Social emotional well-being encompasses many aspects of student learning.  The challenge to help each and every child feel safe and emotionally ready to learn is a big task. Other barriers discovered were attendance, income and language barriers."	"Based on results, there is a need for more support in social emotional learning. With the continuation of MTSS, the goal is to support the whole child including a Social Emotional Learning curriculum. We have implemented an SEL curriculum as well as a counselor access at all of our schools to help support the social emotional well-being of all of our students. Safety is a high priority in the district to enable our children to feel safe at school and ready to learn.  There are many safety protocols put in place including closed campuses in Savanna. Savanna has two district liaisons in both Spanish and Vietnamese to help with language barriers.  Students are bused for free to and home from school to help alleviate any financial burden to a student being able to attend school. Savanna School District strives to create a learning environment that is equitable for all students to ensure access to a broad course of learning opportunities."	Met		5/10/2022	2022
36678760137935	Savant Preparatory Academy of Business	7	"Savant Prep uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. The master schedule is utilized as the tool for Savant Prep students (grades 1-6). Using this tool, Savant determined that English Learners, foster youth, homeless and students with disabilities were able to access all subjects within a broad course of study. Additionally, administrator have identified additional supports to ensuring student access within the School Plan for Student Achievement."	"All student (including unduplicated students and students with disabilities) are enrolled in English, Math, History, Social Studies, Science, and receive a minimum of 200 minutes of physical education. Additionally, 100% of the students enrolled have access to business lessons."	"The barriers identified for students are specific to students with disabilities. While Savant Prep has  a full inclusion model, there are still some challenges related to scheduling related services and differentiating instruction to meet the individual needs of a broad spectrum of learners."	"In response to the result of the toll or locally selected measures, the following actions will be implemented to ensure access to a broad course of study for all students: 1. Regularly monitor student progress 2. Provide professional development to teachers and administrators on evidence-based instructional strategies 3. Tutoring to improve students grades  4. Continue to use a multi-tiered system of support (MTSS) to address academic, behavioral and social and emotional needs in order to provide a learning environment where all students can be successful."	Met		2/8/2022	2022
37764710000000	SBC - High Tech High	7	"All HTH schools, whether at the elementary, middle or high school level, strive for a common mission: to provide all students with rigorous and relevant academic, civic and life skills, while preparing all graduates for postsecondary success and productive citizenship. To achieve this goal, HTH provides all students access to a broad course of study consistent with the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12. In addition, HTH offers all students access to science, technology, engineering, arts, and math (STEAM) experiences through multimedia and engineering coursework as well as project based learning (PBL).   To measure the effectiveness of this approach, HTH selects the percentage of graduates meeting UC/CSU requirements as a local indicator of access to a broad course of study. In addition, the percentage of students sharing their learning with families and teachers during presentations of learning (POLs) reflects whether all HTH students have access to a broad course of study."	"Each HTH school is intentionally integrated and diverse across a range of ethnicities, ?identities, social class backgrounds, and life experience. HTH creates socially integrated, non tracked learning environments beginning in kindergarten and extending through grade twelve. Since students are not tracked, every HTH student completes a common set of courses. Local indicators indicate that this approach is effective and that all HTH students have access to a broad course of study.  For example, the average percentage of HTH graduates meeting UC/CSU requirements in 2019/20 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH SBC students completed a presentation of learning during the 2020/21 school year."	HTH recognizes an opportunity to further increase student access to a broad course of study by increasing the number of high school students completing college coursework. One barrier is that it can be difficult for HTH high school students to complete college coursework outside of the school day. This is often particularly true for HTH socioeconomically disadvantaged students.	HTH plans to maintain current practices that support all students having access to a broad course of study. HTH plans to increase the number of high school students completing college coursework by offering these courses during the school day. This is one step in a broader effort to increase the number of students transitioning directly to four year colleges with a particular focus on better supporting socioeconomically disadvantaged students.	Met		6/15/2022	2022
37771720000000	SBE - Baypoint Preparatory Academy San Diego	7	"BPA-SD’s academic model and adopted curricula provide equitable and academically differentiated instruction for all BPA-SD students, including the subgroup populations of at-risk students. For the 2021-22 academic year, all BPA-SD students accessed the differentiated curriculum through small group instruction while utilizing resources such as Houghton Mifflin’s Journeys and Go Math, Big Day for PreK, ST Math, Lexia Literacy Programs, Eureka Math, Pearson ELA, Discovery Education, Mystery Science, Meet the Masters (art), and Second Step (social-emotional learning).  In addition, BPA-SD’s assessments, including NWEA MAP, CAASPP Interim Assessment Blocks (IABs), and Interim Comprehensive Assessments (ICAs) provide instructional staff data to guide instructional decisions throughout the academic year.  The following is an accounting of what was implemented to support student learning and academic achievement: Small group instruction. Use of leveled and mixed-ability groups. Use of trained academic coaches.  CCSS aligned ELA and MAT curriculum. Digital app-based platforms: Google Classroom, Seesaw, etc. GoGuardian: filtering and monitoring individual student devices program. NWEA MAP, IABs, ICAs, CAASPP."	"BPA-SD's selected measures demonstrate students' access to a broad course of study. At BPA-SD, all students, including at-risk students, participate in a coherent standards-based curriculum. By offering several different curricular and instructional options, students are given the opportunity to meet their individual learning needs. All BPA-SD students, including at-risk students, have access to courses that fully implement the ELA and Math CCSS, Next Generation Science Standards, and state-adopted content standards, including Social Studies, Physical Education, and Visual Arts. The California English Language Development (ELD) standards are implemented in designated and integrated ELD instruction to ensure the needs of English Learners are being met. The TK/K-8 classroom model on station rotations and small group instruction. Additionally, personal and academic support is provided by the Special Education (SPED) team or appropriate service provides students with an Individualized Educational Plan. The SPED team sets the pace of an environment that honors each individual student's difference, is conducive to learning, and provides the necessary support to students to access all subjects."	"All BPA-SD students, including at-risk students, have 100% access to a broad course of study."	"BPA-SD has implemented a staffing policy of teacher and academic coach collaboration to assist with monitoring the students, and their work. BPA-SD administrative and instructional staff hold weekly team meetings to review data and make instructional changes for students as needed. All grade levels have built-in Intervention/Enrichment times in the daily schedule where teachers have the ability to work in small groups or 1:1 with students who need extra support in any given content area. BPA-SD will continue to invest in instructional staff professional development opportunities. In order to promote effective multimedia and technologically delivered curriculum and intervention programs, teachers and academic coaches are required to align the curriculum with CCSS. Teachers will continue to use a variety of resources gathered from professional development training and online resources to tailor instruction in all subjects."	Met		6/22/2022	2022
30768930000000	SBE - Magnolia Science Academy Santa Ana	7	"1) MSA-Santa Ana designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the schoolmaster schedule, elective forms, class rosters, student schedules, and transcripts, MSA-Santa Ana strives to offer a well-rounded education to our students.  MSA-Santa Ana provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction with UC/CSU requirements."	"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 are dependent on student need and interest. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP US History, AP World History, AP Language & Composition, AP Stats, AP Computer Principles All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, including test prep for ACT/SAT, in grades 9-12. MSA-Santa Ana offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction with UC/CSU requirements. MSA-Santa Ana had a one-year cohort graduation rate of 100% last year where 100% of our graduates completed courses that satisfy the UC/CSU requirements."	"3) MSA-Santa Ana provides access to a college-preparatory, STEAM-focused broad course of study for all our students."	"4) MSA-Santa Ana will continue to provide access to a college-preparatory, STEAM-focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide more well-rounded education to our students, MSA-Santa Ana will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-Santa Ana will make the best use of its resources to provide a well-rounded educational experience to our students."	Met		6/23/2022	2022
19756630000000	SBE - New West Charter	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 have added an additional science class at the high school level and a Visual and Digital Arts classes at the middle school level to ensure all students have access to a broad course of study.	Met		6/15/2022	2022
44772480000000	SBE - Watsonville Prep	7	"We use a locally developed rubric to ensure that all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Support office team members as well as school administrators review this rubric quarterly to ensure that all state adopted standards are being addressed. Data is one of Navigator's five compass points showing its importance to the organization and the staff. Coaches go over individual student data weekly in the coaching / feedback meetings, monthly at grade level data meetings, and teachers are reviewing the data daily to recalibrate a lesson if needed. Data is used to create homogeneous small groups, and to determine placement in intervention academies. Data is reviewed by subgroup to ensure Navigator is continuing to reduce or eliminate the achievement gap for traditionally underserved and vulnerable populations."	"The educational model at Navigator is created to ensure all students have access to a broad course of study and spend an equal amount of time in ELA and math. They also have PE, History / Social Studies, Science, and a variety of enrichment programs including performing arts throughout the week."	"Navigator's programs ensure access to a variety of programs throughout the week in which students participate in numerous academic and enrichment activities. Due to a lack of space on our current campuses, additional extra-curricular activities are a challenge (band, music, etc...)."	"Navigator will continue to work with the parents to prioritize the areas of importance for staff and families and utilize the LCAP to ensure the course of study and budget align. For 2022-23, Navigator will be implementing Illustrative Math in an effort to improve math outcomes."	Met		6/29/2022	2022
33671810138610	Scale Leadership Academy - East	7	"SCALE Leadership Academy-East 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-East 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-East are being provided with college and career awareness through Advisory and elective courses, such as Investigating Careers. 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 Leadership Academy-East maintains a concentrated effort to graduate life­long learners who have the skill­ sets necessary to pursue any post­secondary career or college opportunity they wish. Counselors educate SCALE students on the importance of meeting the “A-­G” requirements so as to prepare them for the collegiate/professional path ahead of them. Annual academic assessment of students’ progress towards the completion of grade level “A-­G” requirements are conducted via counseling conferences. Promotion of completing the “A­-G” requirements is extended school wide through presentations, advisory and the Counseling Office. It remains a school-wide expectation that all SCALE students challenge themselves academically. SCALE 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."	Not Met		9/10/2022	2022
37103710136085	Scholarship Prep - Oceanside	7	"Scholarship Prep is using the master schedule, student rostering, the electives schedule, IEPs, and the LCAP process to ensure that all students are enrolled in a broad course of study."	All students are enrolled in a broad course of study. There is no difference at Scholarship Prep amongst any students or subgroups in terms of access to or enrollment in a broad course of study.	None.	Scholarship Prep will continue to offer its full program to all students.	Not Met		10/11/2022	2022
30103060134288	Scholarship Prep - Orange County	7	"Scholarship Prep is using the master schedule, student rostering, the electives schedule, IEPs, and the LCAP process to ensure that all students are enrolled in a broad course of study."	All students are enrolled in a broad course of study. There is no difference at Scholarship Prep amongst any students or subgroups in terms of access to or enrollment in a broad course of study.	None.	Scholarship Prep will continue to offer its full program to all students.	Not Met		10/11/2022	2022
19647330139097	Scholarship Prep - South Bay	7	"Scholarship Prep is using the master schedule, student rostering, the electives schedule, IEPs, and the LCAP process to ensure that all students are enrolled in a broad course of study."	All students are enrolled in a broad course of study. There is no difference at Scholarship Prep amongst any students or subgroups in terms of access to or enrollment in a broad course of study.	None.	Scholarship Prep will continue to offer its full program to all students.	Not Met		10/11/2022	2022
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, HelpDesk, 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 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 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."	Not Met		9/14/2022	2022
19649071996693	School of Arts and Enterprise	7	"Counselors and administrators regularly review individual promotion and graduation progress to ensure all students are enrolled in a broad course of study that includes A-G eligibility and at least 1 art class every semester. English learners are enrolled in a designated ELD course. The SAE is fully compliant with IEP services including separate setting SAI classes and/or general education setting co-taught classes. Support classes are also offered for struggling general population students. Advanced courses, including AP and honors courses, are offered at appropriate grade levels."	"All students are automatically enrolled in a broad course of study that meets the individual needs of each student, including unduplicated groups and individuals with exceptional needs."	The SAE has identified the need to increase multiple opportunities for credit recovery in order to meet A-G eligibility while ensuring each student has access to at least one art class in their schedule.	The SAE has added two blocks in the master schedule to provide in-person support for students utilizing online credit recovery options. The SAE is also in the initial phase of partnering with a local community college to offer dual enrollment with planned implementation for Fall 2023.	Met		6/23/2022	2022
19649070115170	School of Extended Educational Options	7	"In 2021-22 SEEO continues to recover from the learning loss due to COVID and track 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"	"2021-22 SEEO continued this school year, with 100% of SEEOs students having 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)"	2021-22 what are some of the barriers preventing SEEO students 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	"In 2021-22 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."	Met		6/29/2022	2022
12630240000000	Scotia Union Elementary	7	"The LEA uses Schoolwise, the LEA's student information system, 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, as well as visual and performing arts, through a “push in” resource program, EL support program, and 1-5 grade reading intervention program (during school) and 6-8 grade math intervention program (during school) and TK-8 grade math and reading intervention opportunities (after school)."	"There are no barriers preventing the LEA from providing access to a broad course of study for all students due to the LEA's EL program, intervention program, and “push in” resource program."	"Revisions, decisions, or new actions the LEA will or has implemented to ensure access to a broad course of study for all students- enrichment activities: music instruction during the school day, after school enrichment activities and experiences through ASES and GATE, electives offerings in middle school, and the purchase of and/or replacement of new curriculum and materials as new adoption cycles take effect."	Met		6/23/2022	2022
44754320000000	Scotts Valley Unified	7	"The district evaluates student access to a broad course of study through both schedule evaluation at elementary and secondary levels, along with parent input surveys and reports that detail student schedules and number of students participating in courses provided."	"100% of students at SVUSD have full access to a broad course of study, including CTE program with two pathways, extensive IB courses, VAPA at all levels, varied elective offerings and common core aligned, standards based curriculum. Students at elementary have music classes provided K-5 along with art and media classes throughout the school year. At the middle school level students have access to: Drama, Art, Programming, and Gardening as electives.  Students in elementary and middle school have rotations that provide them extensive opportunities to participate in all different areas of study. Students who are learning English as a second language and Students with Disabilities are scheduled to ensure they have the opportunity to participate in electives at these levels. The high school courses are offered to students with the goal to ensure students have the ability to sign up for courses that are not conflicting."	"Currently with our high school being smaller, there is a struggle with the master schedule to offer everything students may want."	The district is currently working on increasing partnerships with County programs and CTE programs to ensure access to a variety of programs for students' diverse interests.	Met		1/25/2022	2022
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, Fastbridge 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 the 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 in student support needed in tiers 2 and 3. Student support continues to increase for academic support and emotional support. We have responded to the continued support needs by expanding our student support services."	Met		6/27/2022	2022
49709380000000	Sebastopol Union Elementary	7	"Class schedules document which students are enrolled in which courses at the middle school. This is available on AERIES. In the K-5 grade program, students receive the required minutes for subject areas. Pull-outs for garden and music are done, whole class K-4. ELD and interventions are pull-outs for K-4 on an as-needed basis."	"All students have access to a broad course of study. Individual schedules can be accessed at the middle school level. This year, ELD is part of ELA for those students in grades 5-8. Special Education students requiring replacement math/ELA receive that during a middle school period. In the elementary program K-5, the self-contained classes have their classroom schedules posted."	"The only barrier is how to work in the middle school with 3 periods a day special education students that need replacement English, replacement math and a directed studies class. These students miss an elective, as-needed, in order to have an SDC program within the middle school. All students in the middle school attend an Advisory period two times per week to focus on goals for academic achievement as well as social-emotional learning."	The principal will continue to discuss the feasibility in sustaining a 3-period a day program for special education students who require in-depth academic support. Revisions this year have included offering full replacement math and ELA for eligible students through RSP and ELD push into ELA in middle school.	Not Met		10/13/2022	2022
13632220000000	Seeley Union Elementary	7	"As a single TK-8 school district, the Seeley Union 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, Health, and Physical Education. In addition, all students in grades 6-8 are enrolled in Career Technical Education courses related to  STREAM. 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 exceptional needs, and foster youth include Integrated and Designated ELD, Second Step SEL programs, Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), and inclusion through our Learning Center models. The district provides and keeps record of the staff professional learning opportunities."	"The local measures and tools used by Seeley 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. Seeley’s Local Control Accountability Plans (LCAP) captures the introduction and expansion of course offerings for our junior high students. The LCAP show goals, actions and expenditures dedicated to increasing and improving 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."	"Our largest barrier, especially in the area of visual and performing arts, is teachers’ struggle to fit everything into their schedules when it comes to curriculum implementation and time needed for intervention/ELD. Additionally,  a potential barrier will be finding an appropriately credentialed teacher to facilitate a Foreign Language course."	"The district is pursuing a more strategic use of adaptive intervention programs to accelerate progress for students who are struggling to meet academic standards, including sending devices home to extend the school day. In an effort to emphasize the importance of visual and performing arts, the school will have the opportunity to participate in a ways of bringing community-based arts education into the classrooms. Regular analysis of enrollment and progress monitoring in broad course of study courses will continue to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7."	Met		6/21/2022	2022
47704580000000	Seiad Elementary	7	The measure the LEA is using to track the extent to which all students have access to and are enrolled in a broad course of study is an administrative report	The LEA offers a broad course of study to all students.	"Given our rural nature and small staff size, the barriers preventing the LEA from expanding and improving broad course of study include lack of trained staff and resources, especially in the area of physical education and world languages."	The LEA will continue to explore options to offer expanded world language and physical education instruction.	Met		6/6/2022	2022
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. The district will review the availability of courses for 1-6 in Health and has expanded the access to the visual and performing arts to all students 4-6. 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 grades 7th to 11th the district looked at the availability of the adopted courses offered via the master schedules including Social Studies, Visual and Performing Arts, Applied Arts, Foreign Language, Career Tech, Physical Education, and Driver’s Education. For some English Learners in 7th and 8th grade and some students receiving Special Education services or reading intervention, World Languages, CTE and VAPA courses are not always accessible as part of their educational plan due to scheduling constraints.    In Grade Spans 9-12 all students are enrolled in the adopted course areas of English, Math, Social Science, Science & Physical Education. Students have the opportunity to self-select participation in the performing arts by enrolling in Band, Choir, Ballet Folklorico, and Art courses. They may also self-select courses in Career Tech Education and VROP."	"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 when they enter high school level."	"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 support. The district will also conduct a review of the scheduling format for 7th and 8th grade."	Met		6/27/2022	2022
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, and/or AVID as an elective during the 3 years they are here."	None	None	Met		6/9/2022	2022
23656152330454	Sequoia Career Academy	7	"As a small independent charter school, all students have access to and participate in the same course of study. Therefore, we do not need a specific tool to track the course work. The class schedule is evidence of their course work."	"As a small independent charter school, all students have access to and participate in the same course of study."	"The main barrier to offering a broader range of courses is the size of the school. Each grade only has 15-25 students in it, limiting the resources available to spend on increased staff. However, the school does offer a variety of electives in addition to the four basic core subjects over the course of the students educational experience including fitness, Spanish, Career Exploration, Child Development, and Life Skills. Additionally, the school offers after school electives that include courses in archery, , robotics, and yearbook."	The school is adding a 10th grade career exploration class.  The school is also adding a business CTE pathway.	Met		6/14/2022	2022
54721166054340	Sequoia Elementary Charter	7	"The LEA uses the PowerSchool Student Information System to store and aggregate student data. This system retains the course completion information of each student over time during the course of their academic career at Sequoia Union. This system can track students identified as belonging to different groups including unduplicated pupils and those with exceptional needs. The LEA also uses the CORE Data Collaborative which provides “on tract” information for students in junior high. This tool can help identify students who are at risk of not graduating due to lack of credits or grades. Since our LEA is a K-8 Elementary school the course offerings are basic and are the same for all students until they reach grades 7 and 8. As such, the tools mentioned above do not really measure broad course of study because none are needed."	"Students at sequoia Union are enrolled in self-contained classrooms in grades K-6. In these classrooms all students receive the same core curriculum instruction. In addition to core curriculum, K-6 students also engage in Physical Education and a variety of activities, depending on grade level, that meet VAPA standards. In Grades 7 and 8 students participate in afternoon elective classes such as leadership, agriculture, art, and coding. Students spend a single trimester in each elective ensuring that they get the opportunity to participate in a broad course of study beyond their core curriculum."	"The main barrier the LEA experiences in attempting to provide all students with a broad course of study is financial. Our school structure and the funding structure currently in place in California does not favor our school. We do not meet the structural or demographic categories that receive the majority of funding. This means hiring a band teacher, expanding our agricultural program, and obtaining the equipment for true STEAM educational initiatives is simply not feasible for our district."	"The LEA meets legal requirements for adequate curriculum and courses to meet minimum state standards. Because we lack the funding to broaden our offerings in an official way, we often turn to the community and our county partners to help us offer broad educational opportunities to our students. Our parent groups raise upwards of $30,000 each year to provide multiple educational field trips to students at all grade levels. Parent volunteers are often available to facilitate extra classroom activities such as art projects. Our campus also takes part in academic competitions offered by the state and county such as Spelling Bee, Math Bowl, Poetry and Prose, and Reading Revolution to help broaden student access to additional academic experiences."	Met		6/23/2022	2022
54721160000000	Sequoia Union Elementary	7	"The LEA uses the PowerSchool Student Information System to store and aggregate student data. This system retains the course completion information of each student over time during the course of their academic career at Sequoia Union. This system can track students identified as belonging to different groups including unduplicated pupils and those with exceptional needs. The LEA also uses the CORE Data Collaborative which provides “on tract” information for students in junior high. This tool can help identify students who are at risk of not graduating due to lack of credits or grades. Since our LEA is a K-8 Elementary school the course offerings are basic and are the same for all students until they reach grades 7 and 8. As such, the tools mentioned above do not really measure broad course of study because none are needed."	"Students at sequoia Union are enrolled in self-contained classrooms in grades K-6. In these classrooms all students receive the same core curriculum instruction. In addition to core curriculum, K-6 students also engage in Physical Education and a variety of activities, depending on grade level, that meet VAPA standards. In Grades 7 and 8 students participate in afternoon elective classes such as leadership, agriculture, art, and coding. Students spend a single trimester in each elective ensuring that they get the opportunity to participate in a broad course of study beyond their core curriculum."	"The main barrier the LEA experiences in attempting to provide all students with a broad course of study is financial. Our school structure and the funding structure currently in place in California does not favor our school. We do not meet the structural or demographic categories that receive the majority of funding. This means hiring a band teacher, expanding our agricultural program, and obtaining the equipment for true STEAM educational initiatives is simply not feasible for our district."	"The LEA meets legal requirements for adequate curriculum and courses to meet minimum state standards. Because we lack the funding to broaden our offerings in an official way, we often turn to the community and our county partners to help us offer broad educational opportunities to our students. Our parent groups raise upwards of $30,000 each year to provide multiple educational field trips to students at all grade levels. Parent volunteers are often available to facilitate extra classroom activities such as art projects. Our campus also takes part in academic competitions offered by the state and county such as Spelling Bee, Math Bowl, Poetry and Prose, and Reading Revolution to help broaden student access to additional academic experiences."	Met		6/23/2022	2022
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."	Met		6/22/2022	2022
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."	Not Met		9/20/2022	2022
40688330000000	Shandon Joint Unified	7	All students have access to and can choose to be enrolled in a broad course of study based on course selection and the individual academic planning sessions that all students in grades 9-12 attend. Students in grades 6 through 8 also receive academic planning but in a group setting. Students may take an accelerated pathway as appropriate to meet their needs. Enrollment in a broad course of study is tracked through our AERIES data system and monitored by the district counselor.	"All students have access to and can choose to be enrolled in a broad course of study based on course selection and the individual academic planning sessions that all students in grades 9-12 attend. Students in grades 6 through 8 also receive academic planning but in a group setting. Students may take an accelerated pathway as appropriate to meet their needs.  * 52% of LEA seniors have passed a foreign language class with a ""c"" or better during their school career. * 81% of LEA seniors have completed at least one CTE pathway. * 100% of students who took the Advanced placement Exam in the area of Spanish passed with a score of 3 or higher."	"Shandon Joint Union School District has a limited budget for additional teaching staff and this results in less diversity of class options available to students. Given the LEA size, the district does not have the staff needed to offer AP courses in multiple subject areas. At this time AP is only being offered in the area of foreign language. The district size also limits the amount of CTE pathways that can be offered. The current facilities have limited space for CTE and STEAM facilities but there are expansion plans for the Vocational-Agriculture facilities."	"Shandon Joint Union School District has offered several electives to help meet the needs of a broad course of study. In addition to core subjects, classes in foreign language, art, music, greenhouse, graphic design, agricultural leadership, agricultural mechanics, and floral design are being offered as broad course of study options.  Students would still like to add additional classes in art, music, engineering and robotics. Creative development of the master schedule is an ongoing commitment."	Met		6/6/2022	2022
45701364530267	Shasta Charter Academy	7	"The school principal, high school counselor, and teaching staff design a course of study for each student in collaboration with the student and parents/ guardians which can be modified throughout the semester in response to student goals and achievement with students having access to Non-College Preparatory, College Preparatory, and Honors level courses through the school.   All students also have the option of concurrent enrollment in a broad course of study at the local community college.  The school course catalog and on-campus class options are a reflection of this decision-making process as well.  The student outcomes are documented in the Aeries Student Information System."	"Shasta Charter Academy students all have access to the same course options.  Because the school only has one site and all students have access to all course offerings, subject to enrollment space, any student may enroll in any course for which he or she has completed the prerequisite requirements."	"All students are free to enroll in any course if there are open seats in the classroom, provided they meet the prerequisites.  There are no enrollment restrictions for homeschool courses.  Students with their parents/ guardians work with school staff to choose their courses."	There are no apparent school-created barriers to enrollment in a broad course of study.  The school practices a process of continuous reflection in order to ensure there are no barriers for students to a broad course of study.	Met		6/9/2022	2022
45104540000000	Shasta County Office of Education	7	"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."	"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. 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 the academic curriculum but also on social-emotional learning. Differentiated instruction is based on student's preferences and needs and tutoring services are readily available."	Broadband internet access continues to be a boundary for our students living in more remote areas of our county.  To assist with these limits we have begun purchasing hotspots for student use.	"Additional access to broadband internet has been established by providing hotspots for students to check out.  We are currently providing Intervention to assist students in developing the skills necessary for A-G classes, and offering a variety of opportunities to assist with credit recovery."	Met		6/22/2022	2022
45701280000000	Shasta Union Elementary	7	All students have access to required courses as verified by the site administration.	All students have access to required courses as verified by the site administration.	N/A	N/A	Met		6/27/2022	2022
45701360000000	Shasta Union High	7	"As an LEA, we have identified and adopted three goals which 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  2022 Local Performance Indicator Self-Reflection for Shasta Union High School District Page 13 of 16 student engagement, support, school climate, safety, and environment."	"The District offers a variety of actions and services in the LCAP to address student needs and achieve our targeted annual measurable outcomes relevant to Goal 1. Some of these services are specific to the unduplicated student population, while others are important for all students. Goal 1 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. As reflected in Goal 2, our desire is for all students to explore  career options and receive technical training as part of their high school curriculum. To facilitate this, we have  invested resources from various sources. Still, we will use supplemental dollars to help ensure all students,  especially the unduplicated population, have access to courses taught on different campuses in the District."	"The biggest barrier students face in accessing 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 buses. The rural nature of some parts of our district has made this challenging."	"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 are proactive (providing security guards and school resource officers) and reactive (drug and  alcohol intervention, in-school suspension, etc.) to 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 comprehensive course of study. In addition, we use custom reports from Data Quest to  verify student enrollments in a broad course of study."	Met		6/14/2022	2022
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."	"SVA provides access to a broad course of study for grade TK-12 students including Special Education students and English Language Learners. The school has no barriers to the provision of a wide array of courses.  SVA’s personalized learning model facilitates the creation of a unique educational plan supported by appropriate curriculum and delivery method for each student.  The plan is based on grade level standards, the student’s skill levels, interests, and personal needs.  Each course offered to a student has curriculum options and in some cases, different methods of delivery.  Methods of delivery options include the use of standards-based textbooks, online courses, educational applications, supplementary workbooks, extracurricular vendor instruction, and enrollment in community college courses.    SVA TK – 8th grade students (including students with exceptional needs) are enrolled in the core subjects of English, Math, Social Science, Science, and Physical Education.  The school also offers a wide range of Visual and Performing arts options to these grade levels.    SVA 9th through 12th grade students are required to complete 230 credits in the required subject areas of English, Math, Social Science, Science, Humanities (Visual and Performing Arts), Career and College Readiness, Health, Technology/Vocational/Life Skills and Electives."	SVA does not have any barriers that prevent the school from providing access to a broad course of study for all students.	"SVA will continue to explore new course options, new standards based curriculum, and online learning opportunities. The school continues to encourage all high school students to enroll in Career Technical Education (CTE) Pathways as part of their educational plan. Increased student participation in the pathways will be an area of focus in the 2022-2023 school year and teachers will receive CTE Pathway training to understand each option."	Met		6/15/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
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. Report 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. This information is shared with parents at Parent Teacher Conferences twice a year."	"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 an all-day paraprofessional 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."	"Sherman Thomas Charter School does not have barriers preventing the LEA from providing access to a broad course of study for all students, but there are areas we wish to improve upon. These are project-based learning, physical education, and music/art."	Sherman Thomas Charter school will be purchasing additional sports equipment to enhance the activities in the physical education classes. Teachers will be creating project-based lessons that require students to work collaboratively on these assignments. We are also purchasing instruments for students in grades 3-8.	Met		5/24/2022	2022
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	Met		5/24/2022	2022
20652430134510	Sherman Thomas STEM Academy	7	"The principal does an annual audit to ensure that all students are enrolled in the correct grades, working with the Office Manager in acquiring and updating cumulative records. They work together to ensure that all records are up to date and that demographic information to include but not be limited to ethnicity, socio-economic status, English Language Learners, Foster/Homeless youth, students with Individualized Education Plans or 504's, etc. are correctly noted in the student information systems and that teachers are aware of any accommodations."	"We are a single site with only three grades served, sixth through eighth. All students are taught in a self contained model by teachers with multiple subject credentials. All students in all grades take the same courses, for their respective grades."	"All students have access to and are enrolled in the same courses, so there are no barriers to enrollment/access. The barriers we have are providing a foreign language due to funding and program design."	"As previously stated, all students have access to and are enrolled in a broad course of study, with the exception of foreign language. We are in the development stages of incorporating foreign language into a Friday rotation as well as looking at online programs."	Met		4/26/2022	2022
04614240121475	Sherwood Montessori	7	"Curriculum is implemented from traditional Montessori lessons and materials, as well as supplemented with technology and other sources. The Montessori Cosmic Curriculum and Cooking and gardening are included as ""other courses"" and are integrated with other academic subjects.   Course of study for grades 1-6  ? English ? Mathematics ? Social Sciences ? Science ? Visual and Performing Arts ? Health ? Physical Education ? Other studies that may be prescribed by the governing board   Course of Study for grades 7-12  English ? Social Sciences ? Foreign Language ? Physical Education ? Science ? Mathematics ? Visual and Performing Arts ? Applied Arts ? Career Technical Education"	"Sherwood is a small, single-site charter school. All students have access to a broad course of study."	"In-person school closure due to the Covid-19 pandemic created a barrier in participation for some students due to challenges with distance learning. Students were provided with technology and other materials, but attendance was not even for all students."	"Once students returned to in-person instruction, specialist instruction was implemented by teachers in accordance with their individual skills and backgrounds. These included: visual and performing arts, Spanish, science integrated with cooking and gardening and science and art integrated with the Montessori Cosmic Curriculum."	Met		5/20/2021	2022
37684520106120	SIATech	7	"All students, including specialized student populations, have access to a broad course of study that satisfies the UC a-g graduation requirements and CTE pathway requirements in priority industry sectors. The Schoology LMS tracks enrollment in courses, course of study, and grade spans and syncs to PowerSchool SIS.    Upon enrollment, each student is provided with an Individual Learning Plan that includes the courses that the student needs to graduate and their expected graduation date. If students have special needs, the staff provides support and scaffolding as well as modifications and/or accommodations as needed /required to ensure equal access to a broad course of study.  All students have access to computers at the school site and most students who work outside the school site are provided with Chromebooks with internet access if needed"	"All students, including specialized student populations, have access to a broad course of study that satisfies the UC a-g graduation requirements and CTE pathway requirements in priority industry sectors. This is evidenced in Power School, our student information system. SIATech only offers one curriculum to all of its students and they all have access to it. Over the course of the next twelve months, we will transition all students over to our new curriculum (Edgenuity).   SIATech is transition to Learning Upgrade and EDGE curriculum for EL students."	All students have access to the curriculum through computers at the school site and most all students who work outside the school site are provided with Chrome Books with internet access if needed. There are no barriers preventing the LEA from providing access to a broad course of study for all students.	"The LEA has implemented a one-to-one computer and WiFi initiative to ensure that all students have access to the curriculum at school and at home.  SIATech is adopting several new curricula: Edgenuity for all core content, intervention courses, CTE pathways, and SEL and Learning Upgrade and EDGE for EL students."	Met		6/21/2022	2022
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. 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 time away from campus due to isolation or quarantine with internet issues in our rural County. This was a barrier and having students out was a disruption. However, all students are moving on to the next grade level and there continues to be a strong graduation rate for the Class of 2022. 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."	Met		6/16/2022	2022
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."	"SCS’s SIS system School Pathways indicates that all students have access to, and are enrolled in, a broad course of study at SCS."	At this time 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.	Met		6/7/2022	2022
46104620000000	Sierra County Office of Education	7	Our LEA uses direct interaction with our students and their parents to ensure that they have access to a broad course of study.	"As our LEA uses mainly direct interaction with our students, over time our students gain a relationship with their teachers to individually go to their teachers and ask for a different more broad course of study."	We have a small rural district and access to credentialed teachers can be difficult yet we find are creative in our staff searches and have maintained state standard credentialed teachers thus far.	Our LEA works closely  with our teachers students and parents keeping everyone on the same page with all that our schools have to offer our for our students best education.	Met		6/30/2021	2022
22655320125823	Sierra Foothill Charter	7	"The LEA uses Aeries as the Student Information System to ensure all TK-8 grade students are properly placed in grade level courses. All classrooms are self-contained and offer all core subject areas. In addition, students are offered music instruction, garden science, community service, STEAM classes, Spanish, and the arts. Accommodations and modifications per IEPs, Section 504 Plans, and Student Study Team plans support students in need in accessing the full instructional program."	"Due to limited staffing capacity, Spanish instruction is offered in grades TK-4 only and small group instrumental music lessons are offered in grades 3-8. Equal access is provided in all other course offerings in the TK-8 LEA."	"In our rural area, it is challenging to hire qualified Spanish and music instructors."	The LEA will seek additional outreach strategies to hire staff to provide a greater variety of enrichment offerings or electives.	Met		6/27/2022	2022
15737420000000	Sierra Sands Unified	7	"1. Locally selected measures: 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 students having access to a broad course of study • Rate of students successfully completing CTE Pathways • Percentage of Students Passing Advanced Placement Exam with a Score of 3+ • 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"	"2. Summary of the extent to which all students have access to, and are enrolled in, a broad course of study and differences across school sites and student groups. The latest data available is 2020-21 as noted in LCAP Goal 1: • Rate of students having access to a broad course of study: 100% • Rate of students successfully completing CTE Pathways: All Students - 34.4%  African American - 35.3%  Asian - 23.1%  Hispanic - 37.0%  White - 35.1%  English Learners - 36.4%  Low-Income - 36.2%  SWD - 22.2% • Percentage of Students Passing Advanced Placement Exam with a Score of 3+: 12.4% Summary: The district has one comprehensive high school and therefore does not have any difference in course offerings. The district has two middle schools; there are no differences between the two school sites."	3. Barriers preventing the provision of access to a broad course of study for all students. • 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.	"4. 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. • 2021-22 dual enrollment in U.S. History courses was offered. • Continued collaboration with the local community college to expand dual enrollment opportunities."	Met		6/23/2022	2022
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 Office Hours with certificated staff at the junior and senior high school levels to provide support to all students and encouraging students identified as English Learners, Socio-economically Disadvantaged or students with disabilities to access high level academic courses and advanced assessments. The District provides for a Native American Mentor (grades 7-12) and a Native American Liason (grades TK-6) to support student participation in advanced course work, college courses and college assessments.  Additionally, these positions engage Native American students in college and campus tours throughout the academic year. All students have access to these courses. Students with Disabilities on certificate tracks are scheduled into the elective courses as part of their instructional day to provide content access as well as develop life-skills in communication and socialization among their peers."	"Sierra Unified has a single high school campus and 1 alternative high school campus. Each of these campuses work to provide the necessary courses for students to prepare for college and career.  Working in partnership, Sierra High School and Sierra Alternative High School provide access to concurrent enrollments on each campus, to increase the availability and ease of access to a broad course of study.  If a student enrolled in Sierra Alternative HS is seeking an Advanced Placement course enrollment or music, that student can enroll in the appropriate period at Sierra High School to participate in the course, and return to their home campus. Going forward, the district is seeking opportunities to provide CTE courses that can be accessed digitally, to increase opportunity for all students.  Sierra Alternative is an accredited high school campus that provides basic courses for students to successfully complete their high school credits.  Electives and honors-level courses can be accessed through concurrent enrollment at Sierra High School."	"Barriers to providing access to these courses come about due to size of the campus and limited availability of teachers or time in the master schedule.  Counselors work the master schedule each year to make the best possible situation to provide access and availability to CTE, VAPA and advanced courses within the master schedule while balancing the need for core instruction. In the aftermath of COVID-19, the district is needing more classes for core instruction to provide for credit recovery and A-G completion. This of course limits the availability of space for advanced courses--while still offered, there will be fewer."	"Actions taken to support implementation of a broad course of study include looking over teacher qualifications and certifications to determine if they can be utilized in a way that maximizes opportunity for students. Committing to a master schedule that reflects the students' needs over wants until we are able to see academic success and improvement in core instruction. Overall, the district and schools will take into account the courses of interest to students because their engagement is what will keep them in school and connected as we move forward."	Met		6/29/2022	2022
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. Our district has added math support classes for Geometry and Algebra 2.  Additionally, our district is creating CTE Pathways to once again provide more opportunities for our students."	Not Met		9/15/2022	2022
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.	Met		6/9/2022	2022
36738900000000	Silver Valley Unified	7	"Silver Valley USD uses student information system (SIS) to review course offerings, class schedules, and site schedules to help ensure that all students have access to and enrolled in a broad course of study (waiting to add info about Tableau as soon as I can get into it). Counselors at SVHS and AEC that track student progress to meet graduation requirements and a-g requirements. Meet with students throughout year to plan future needs and requirements AVID teachers collect data such as enrollment and progress in honors and AP courses, student progress in core classes and college enrollment."	"100% of SVUSD’s students had access to a broad course of study during the 2021-22 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 or art class and physical education classes.  Silver Valley High School is able to offer an auto shop pathway, Med Core 1 class, business/finance classes, and AVID classes.  The Alternative Education Center offers foods courses that would allow a student to get a food handlers certificate, along with a wide selection of online electives and CTE courses and photography and art 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 partners with Edmentum, an online curriculum that gives students access to classes that we would not ordinarily be able to provide. The district partners with the National Math and Science Initiative and DoDEA and has been able to expand our AP participation and passage rates, and increase STEM opportunities district wide."	Met		6/14/2022	2022
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"	"Currently, there are limited barriers 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."	Met		6/28/2022	2022
47104700000000	Siskiyou County Office of Education	7	1.  All of our Courses are listed in our student information system—ALMA. We offer various levels of al core subjects. Students are placed according to their IEP's.	2.  All of our students have access to and are enrolled in a broad courses of study as per their IEP's.	3.  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.	4.  Not applicable	Met		6/22/2022	2022
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 needed 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 opportunities 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 during the school day. Students also have the option 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 those 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, the administration is careful to limit the scheduling of these singleton classes at the same time as other singleton classes."	"Reevaluating the 4-year plans with students annually has allowed for ongoing conversations about A-G eligibility and academic counseling encouraging all students to pursue A-G courses and CTE pathways.  Additionally, a tracking tool is being 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. Credit recovery courses are providing A-G coursework, allowing students to retake courses to work toward A-G eligibility.  CTE pathways are being enhanced offering more pathways for students to choose from."	Met		6/27/2022	2022
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.  Professional development opportunities for visual and performing arts were offered prior to the school year to help build teacher capacity to implement these standards."	"The results of our tool (i.e., report card) indicate the need for more specific language reflecting a broad course of study 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, which facilitated revisions, decisions, and/or new actions based on state standards and frameworks. Feedback was taken and results have been used to develop a new report card , thus increasing the effectiveness of our monitoring tool."	Met		6/21/2022	2022
36750510115089	Sky Mountain Charter	7	"All students TK–12 have access to a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System. These measures include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation and graduation requirements. Each student’s learning record log ensures the student is working on a broad course of study by assessing the standards covered each learning period. Monthly, the teacher addresses needed areas through additional curricular opportunities.  All students are administered an internal diagnostic assessment in Reading and Math, three times each year.  Results from these assessments are used to formulate an individualized learning plan that meets the needs of the student and to track their progress.  Students who score below grade level on the internal assessments are provided additional support through the school’s intervention program (i.e. tutoring, targeted instructional materials etc.) to close the achievement gap. For students in grades 8-12, annual School Counselor meetings with families allow for the development and subsequent revisions of a 4-year individual plan.    The Special Education Department uses a variety of standardized measures to assess eligibility for Special Education for all areas of suspected disability.  These include, but are not limited to the WIAT, WISC, WJIV.  There are also other standardized"	"100% of our students are enrolled in a broad course of study as verified through their learning record logs. For K-8 students, a diversity of online and print curriculum, instructional classes and monthly school field trips are available through the use of allocated student instructional funds. High school students access 150+ a-g courses, tailored for independent study.  Students can engage with others through online group discussions, community vendors, and online synchronous courses. They can complete a CTE certification in 12 career pathways, also satisfying “life skills” requirements. Guidance works individually with students in grades 8-12 to design a broad course of study, creating a 4-year planner (updated yearly) that outlines the courses and methods for each student’s needs. For IEP students, a SPED staff attends the meeting to ensure a seamless course of study between general education and special education. English Learner students also have yearly guidance meetings with the EL coordinator also in attendance to assist with language needs and are provided weekly designated ELD instruction and support from our EL Instructor in small groups.   We are able to serve many different sectors of exceptional students. Students who choose an accelerated program are able to take honors, AP, and college courses during their time in high school. All students preparing applications for post secondary institutions have support from the Guidance staff to complete applications."	"The school experiences some inherent barriers associated because of the very large geographic area of several counties. The identified barriers described here are unique to Independent Study schools. Enrolled students are dispersed across multiple counties. The school has created learning opportunities for all students, including: field trips, local learning events, classes and tutoring. 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.  To provide a diversity of CTE programs for students, the school uses technology to create learning opportunities through video conferencing, online courses, and community college CTE classes.  When students experience an educational barrier because of a technology gap, the school steps in to provide necessary equipment.  Because of the flexibility that the school offers in regards to access to diverse curriculum and instructional learning opportunities, all students have access to a broad course of study."	"The school reuses curriculum through an online curriculum distribution process, providing curricular options for all students. 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.  For the 2021-2022 academic year, additional resources, such as tutoring or supplemental curriculum, were used to provide targeted instruction. Students scoring two grade levels or more below their current grade level in the iReady Diagnostic assessment were closely monitored by school administrators throughout the year and provided instructional support and additional supplemental curriculum to help them close the achievement gap.   For the 2022-2023 academic year, the school will be using a-g Access Grant funding to promote a-g courses and help to reduce barriers students completing the full sequence of a-g courses upon graduation.  The first phase of this 3-year grant will begin with the collection of school data on the number of students enrolled in a-g courses and developing school programs to improve the a-g course completion rate for the school."	Met		5/12/2022	2022
44698074430179	SLVUSD Charter	7	"We offer a rich variety of VAPA opportunities, both integrated into the academic curriculum as well after school performing arts events that all students have access to. We bring the students outside of the classroom for service learning, nature studies, and monthly field trips aligned to the core curriculum. Carpools and school transportation help to make sure all can attend. Students also have the opportunity to participate in extended overnight field trips that further enrich the curriculum and/or build greater awareness of post-secondary opportunities. We have three program options for students in grades K-5, three for students in grades 6-8, one for grades 9-12. All of our programs have equitable access to curriculum, special education services and to our academic and mental health support. We have a part-time academic counselor that meets with our high school students and reviews their course of study each year to ensure that every student is on track to graduate. The  high school teachers also work as guidance support for our students and have more conference calls when students show less engagement. There are monthly college and career educational opportunities for our students as well as guest speakers based in the interests of our students as determined by a student survey we give them at the beginning of each year. These opportunities can be accessed via Zoom and there is an online questionnaire to make sure all students participate. The Charter academic counselor"	"Every semester we review our students’ data by grade spans, unduplicated student groups, and individuals with exceptional needs. Due to our small size, we do not have the funds for National Student Clearinghouse to analyze data and track students' post-graduation. Last, our high school has participated in a transcript audit in 2017, in conjunction with the Santa Cruz COE and the Riverside COE. This gave us a chance to analyze barriers that might be limiting student access. Our staff members spend a considerable amount of time to analyze student access to a broad course of study. We still see some discrepancies with our special education students academic progress. SLV analyzes the data for our unduplicated students to ensure that they have access to a broad course of study. We have a strong special ed department, who supports each student within the classes and looks to ensure that student schedules are equitable. All of our students are mainstreamed. We have two English Language students that are assessed annually."	"One of the barriers that we have noted in our analysis for a broad course of study is mathematics. We instituted a Math 1a/Math 1b pathway three years ago. This has greatly benefitted the population of students that come to us. Unfortunately, we have realized that this prevents most students to have access to Math 3 by junior year. While it does satisfy the graduation requirements for our district, it limits math access for a 4th year of math to students in that pathway. To help combat this dilemma, our math teacher is working to increase the student enrollment in Math 1 and further individualizing the 1-1 support. Due to our small size, we do not have the ability to offer many CTE or AP classes. Our high school students have the ability to take CTE and AP classes through dual enrollment either at our local SLV High School or through the local community colleges."	"We will continue to work to ensure that our students make use of dual enrollment opportunities to expand their CTE courses. We will also continue to work with articulating our courses with the local high school when appropriate for our student population. We will continue to also articulate with the elementary and middle school math course work continuing to further align our Benchmarks, adding more SVMI performance Tasks to help strengthen their mathematics."	Not Met		9/30/2022	2022
24658390000000	Snelling-Merced Falls Union Elementary	7	"As a small, rural school of 60 students it is easy to ensure that all students have access to a broad course of study and receive an individualized education."	"As a single school district, all students have access to a broad course of study and are taught in self-contained classrooms."	N/A.	"Snelling Merced Falls Elementary is undertaking the adoption of science and has chosen Discovery Education for grades TK-8th, therefore, the adoption and staff development will be the focus this year for curriculum."	Met		6/16/2022	2022
36739570000000	Snowline Joint Unified	7	"DataQuest is one of the sources of information used to identify course offerings and student enrollment. 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.   Snowline’s graduation requirements include the successful completion of a broad course of study and offer flexibility to our non-traditional school students 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 with preparing students through a broad course of study."	"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.  Traditional Program High School Graduation Requirements: English (4 years) 40 credits;  Math (3 years) 30 credits; Science (3 years) 30 credits (1 Life/1 Physical/1 Other); Social Science (3 years) 30 credits (World History, US History, Economics/Government); World Language/Fine Arts (1 year) 10 credits; Physical Education (2 years) 20 credits; Elective 65 credits; Total credits: 230"	"At the elementary level, the main barriers to access to a broad course of study would include instructional time, lack of knowledge or experience in subjects outside 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."	"A high graduation rate (91.7%) bodes well in the Snowline community. Additionally, Homeless students (84.2%), Foster Youth (76.9%), and Socioeconomically Disadvantaged students (90.7%) exceed the district average. However, other student groups, such as English Learners (70.8%) and Students with Disabilities (70.6%), fall below that average.   In the College/Career Report, 40.2% of Snowline students are considered ready. Specific student groups, including Socioeconomically Disadvantaged (35.2%), English Learners (7.5%), and Students with Disabilities (6.7%), trail the “all students” average.   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 going on 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. 2022-23 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."	Met		6/28/2022	2022
36678760117192	SOAR Charter Academy	7	"All SOAR Charter Academy students in grades TK – 8 are enrolled in a broad course of studies which include instruction in 1) English, including knowledge of, and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition. (2) Mathematics, including concepts, operational skills, and problem solving. (3) Social sciences, (4) Science, (5) Visual and performing art (6) Health, including instruction in the principles and practices of individual, family, and community health. (7) Physical education, (8) Other studies that may be prescribed by the governing board. For SOAR this would be our AVID and character education and leadership instruction using the Leader in Me program. All our middle school students are also given enrichment courses that cover Leader in Me, STEAM, and Communications. We track all course enrollment on Aeries student information system. Regular analysis of enrollment in broad course of study courses helps to inform SOAR as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7."	"Aeries data shows that all our students have access to a broad course of study. Elementary classrooms are self-contained. Teachers plan lessons that incorporate instruction in all 7 areas described above. Middle school students' schedules include Math, English, History, Science, Physical Education, Art, Communication or STEAM. Health is integrated into Science and Physical Education. We do not offer electives to our middle schoolers. We offer enrichment courses because of our small size. They are exposed to all curricular areas. Character and Leadership Education is integrated into the day in all grade levels but students in middle school also have a Leader in Me class. We offer extracurricular activities during the after school program to expose students to other areas to help students find their strengths."	Time in the actual school day would be the biggest barrier. That is why so much is offered outside of the classroom.	We will continue to offer access to a broad course of study to all students. We encourage participation in extracurricular activities. Most of our students participate in something. Student leadership roles are growing each year.	Not Met		9/21/2022	2022
34674390101295	Sol Aureus College Preparatory	7	In a post-covid environment the school and its educational partners are evaluating new curriculum and tools to measure its effectiveness with all students.	In a post-covid environment the school and its educational partners are evaluating new curriculum and tools to measure its effectiveness with all students.	In a post-covid environment the school and its educational partners are evaluating new curriculum and tools to measure its effectiveness with all students.	In a post-covid environment the school and its educational partners are evaluating new curriculum and tools to measure its effectiveness with all students.	Not Met		10/26/2022	2022
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 on daily attendance, schedules, learning walks, and formative and/or summative assessments."	Not applicable	Not applicable	Met		6/23/2022	2022
48104880000000	Solano County Office of Education	7	"All courses are cataloged within the Aeries student information system database. Specialized academic support is also provided for students who require additional support, including those with Individualized Educational Programs (IEPs). 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 2022-2023 school year, SCOE continues to partner with Solano County Probation in order to provide meaningful opportunities and access at the Juvenile Detention Facility."	"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."	There are no current barriers to students accessing a broad course of study.	This is not applicable as all students currently have access to a broad course of study in our JCCS programs.	Met		6/8/2022	2022
27754400000000	Soledad Unified	7	"All of our teachers are in the process of solidifying essential standards and common formative assessments district-wide to ensure that all students have access to a guaranteed and viable curriculum.  To support the matriculation of students going from 6th to 7th and from 8th to 9th we will be having vertical articulation meetings so that staff is able to fully prepare students for the next grade-level.  In addition, all of our schools are currently working on ensuring that there is intervention time during the school day to reinforce and support the essential standards and remediation opportunities for students who may be three or more grade-levels below.  Furthermore, for student groups such as emergent bilinguals, we are providing designated English language development (ELD) time.  For students classified as receiving special education services, we are ensuring that we are meeting their instructional minutes as identified in their individualized education plan (IEP).  All of this is tracked via master schedule discussions and goal setting opportunities with the site administrators that in turn transform into the development of professional development opportunities for the staff."	"Our current board policy is in alignment with ensuring that our students with a broad course of study.  Though all of our sites have essential standards articulated, we are working toward consistency district-wide so that any student who experiences movement in our schools throughout the school year has access to similar essential standards.  Our teachers at the secondary level have received training, and some have even become certified trainers for the Constructing Meaning program which supports integrated English language development.  We have certified trainers for several content areas, and hope to also bring this language development program to our elementary sites this school year.  We will measure progress over time by establishing ""plan, do, study, act (PDSA) cycles to monitor implementation and improvement, and look forward to also having our administrators implement these cycles for continued improvement at the sites.  Furthermore, our high school has many pathways available for students, including many in career and technical education (CTE).   As we continue to review these services with students, we look forward in continuing to partner with our local community colleges in adding certifications that can be used after high school."	"One barrier is that not all of our classes at the high school level are yet to be A-G aligned.  We anticipate working with consultants and outside agencies to support us in finding ways to align all of our courses to the A-G.  Though we have a high graduation rate of 93.9%, we will also be conducting a root-cause analysis to determine the variables for which all students are unable to attain graduation requirements."	"This year, we are developing a plan for students who are not meeting A-G requirements and will be participating in a root-cause analysis activity to develop targeted goals and increased access to students with A-G and graduation.  Our high school also has sections of intervention embedded during the school day, and we look forward to examining those courses at a deeper level to ensure that students are not in these classes multiple years in a row, and are reevaluating grading practices to support our students' overall success."	Met		6/22/2022	2022
19101990137166	Soleil Academy Charter	7	"Soleil Academy currently serves 225 students in grades TK-4.  Our school provides all students with a standards-aligned educational program. Our student demographics include: 89% Hispanic, 7% African American, 24% English Learners (EL); 9% Students with Disabilities, 1% Foster Youth; and 79% Socio-economically Disadvantaged. Soleil Academy will expand to serve grades TK-5 in the 2022-23 school year.   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."	Met		6/23/2022	2022
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."	"In response to the local indicators, Solvang School will continue to recruit highly qualified and appropriate credentialed teachers, refine our curriculum choices, use data to inform our instruction, provide relevant and empowering professional learning, support the expansion and planning for our Dual Language Immersion Program and Universal TK and continue to offer project based learning and a broad course of study."	Not Met		10/12/2022	2022
56726110000000	Somis Union	7	"Access to courses and enrollment in courses is very easy to track when you only have 239 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: Coding, Youth Cinema Project, Art, Drama, Band, and Video Production. No child is denied access to any coursework offered in their 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 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. Seventh and eighth grade students have a menu of electives such as Video Production, Band, Drama, Art, Coding, and Youth Cinema. Grades 4-8 have P.E. with a P.E. credentialed 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 specialized college prep classes, however, we do provide board and state adopted curriculum. Our goal is to prepare our students for entry into high level course work. 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. In addition, we are members of a Career Technical Education consortium which offers our students the opportunity to take pathway courses that align to the offering of our local high schools.  We continue to search for new funding sources that will help  us provide more course offerings. To that end we have purchased a sequential coding program for students in grades K-8.  To compliment this, we have opened a Innovation and Discovery room which  allows our students to code, work on robots and create LEGO kits before, during and after school."	"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 and California Lutheran University. Our students took a survey to measure their understanding of A-G / College Entrance Requirements.  In response Somis collaborated with California Lutheran University to offer three sessions covering A-G/ College Entrance requirement as well as financial aide availability.  We also initiated an Extended Day program to compliment our existing our ASES after school program.  Students have access to tutoring, enrichment activities, robotics and physical education during after-school hours."	Met		6/17/2022	2022
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 study based on grade spans, unduplicated student groups, and individuals with exceptional needs served."	"All students continue to be provided access to a broad course of study. As a supplement to the program course offerings, all students will continue to be supported in enrolling in junior college classes and/or A-G coursework. Students unable to attend junior college courses in person are assisted by the academic counselor in enrolling in online courses, as appropriate."	"Due to the nature and size of the program (small number of students, academic readiness of students, staffing), some higher level and/or enrichment coursework is not offered at the school sites."	Students will continue to be supported by the program academic counselor/s to increase access to junior college coursework. The program will also continue to explore online coursework/program options.	Met		6/23/2022	2022
49708476114755	Sonoma Mountain Elementary	7	"Sonoma Mountain 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 2021-2022 school year, 100% of Sonoma Mountain 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."	There were no barriers preventing Sonoma Mountain from providing access to a broad course of study for all students.	Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7.	Met		6/23/2022	2022
49709530000000	Sonoma Valley Unified	7	"SVUSD conducts a review of instructional schedules, uses proficiency maps, and conducts classroom observations to ensure students access a broad course of student. Transcript analysis at the middle and high school level provide data by demographic group and grade regarding students' access to and success in a rigorous course of study."	"Our LCAP summarizes multiple data points for students' access to a broad course of study. It is posted at www.sonomaschools.org.  Goals 1 and 2 address this issue specifically; however, the best analysis of this information is available on pages 45-62."	"Our LCAP summarizes multiple data points for students' access to a broad course of study. It is posted at www.sonomaschools.org.  Goals 1 and 2 address this issue specifically; however, the best analysis of this information is available on pages 45-62."	"An ongoing effort in SVUSD is to create instructional that meet students' needs. In order ensure full access to rigorous courses and necessary supports for all students, especially with declining enrollment, changes in our daily instructional schedules are needed."	Met		6/21/2022	2022
55723710000000	Sonora Elementary	7	"Currently all TK-6 grade students receive instruction in visual arts. Weekly art classes are not offered to 7th and 8th grade students due to the lack of a teacher and available time in the 7th-8th grade schedule. Short, targeted art classes are scheduled for 7th and 8th grade students when the art teacher has the available time in her schedule. All 4th-8th grade students also have the opportunity to take music/band. Music instruction is not offered to TK-3rd grade students due to a lack of available space and teacher. Students at 3rd grade are tested to see if they qualify for the GATE program. Opportunities for GATE classes are scheduled after school."	"Currently all TK-6 grade students receive instruction in visual arts. Weekly art classes are not offered to 7th and 8th grade students due to the lack of a teacher and available time in the 7th-8th grade schedule. Short, targeted art classes are scheduled for 7th and 8th grade students when the art teacher has the available time in her schedule. All 4th-8th grade students also have the opportunity to take music/band. Music instruction is not offered to TK-3rd grade students due to a lack of available space and teacher. Students at 3rd grade are tested to see if they qualify for the GATE program. Opportunities for GATE classes are scheduled after school."	"Currently all TK-6 grade students receive instruction in visual arts. Weekly art classes are not offered to 7th and 8th grade students due to the lack of a teacher and available time in the 7th-8th grade schedule. Short, targeted art classes are scheduled for 7th and 8th grade students when the art teacher has the available time in her schedule. All 4th-8th grade students also have the opportunity to take music/band. Music instruction is not offered to TK-3rd grade students due to a lack of available space and teacher. Students at 3rd grade are tested to see if they qualify for the GATE program. Opportunities for GATE classes are scheduled after school."	"Currently all TK-6 grade students receive instruction in visual arts. Weekly art classes are not offered to 7th and 8th grade students due to the lack of a teacher and available time in the 7th-8th grade schedule. Short, targeted art classes are scheduled for 7th and 8th grade students when the art teacher has the available time in her schedule. All 4th-8th grade students also have the opportunity to take music/band. Music instruction is not offered to TK-3rd grade students due to a lack of available space and teacher. Students at 3rd grade are tested to see if they qualify for the GATE program. Opportunities for GATE classes are scheduled after school."	Met		6/15/2022	2022
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 courses 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.	Not Met		9/13/2022	2022
44698490000000	Soquel Union Elementary	7	"Access to a Broad Course of Study: Local educational agencies (LEAs) annually measure their 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 Elementary School Districts.   The LEA selects measures that indicate whether students have access to a broad course of study. The following factors were reviewed:  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 the Sufficiency of Instructional Materials, 2. Professional Learning provided to each teacher in district focus areas, 3. Access to Physical Education Instruction and Integrated Arts and Science – as assessed by school schedules."	"Analysis: Students had access to a broad course of study for grades TK-8 during the 2021-22 school year, including unduplicated student groups and students with special needs in both programs. All students had access to board-approved standards-based materials. Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. The district continued to partner with the Santa Cruz County of Education to support instructional and curricular skills and efficacy in English Language Development, Culturally Relevant Practices, math, science, and social-emotional learning.  Additional teacher cohorts attended training, as did all principals and Instructional Services staff. Physical Education, Integrated Arts, and Integrated Science instruction was delivered to all students districtwide."	"Barriers: While all students had access to and were enrolled in a broad course of study supported by highly skilled teachers, we will continue to build integrated study practices over the course of this school year."	New Actions: We will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers.	Not Met		10/12/2022	2022
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 adjusts 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."	Met		6/14/2022	2022
12630320124289	South Bay Charter	7	"All South Bay Union Elementary 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 verifying the sufficiency of instructional materials for all students in all grades at all schools. The board's annual declaration of 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 identified barriers that would prevent any student from having access to a broad course of study.	The district reviews student achievement data on a regular basis to monitor implementation of board adopted curriculum and review access to a broad course of study.	Not Met		9/14/2022	2022
37683950000000	South Bay Union	7	"We have 2 dependent charters that are TK-8th grade. 3 of our schools offer dual immersion programs. Some of our schools have a specialized area that all students are welcome to submit a transfer should they choose to do so. Some of these specializations include Visual and Performing Arts, STEAM Academy, No Excuses University, Leader in Me and Academy of Global Leadership and Empowerment. Our student information system is Synergy which we use to track all class rosters and attendance for our general education and Special Education Classes. All core content areas are taught which include but are not limited to: ELA (Reading/Writing), Science, Math, History Social-Science, Physical Education, Social and Emotional Learning, Designated ELD. All our TK-6th grade students receive weekly VAPA/STEM lessons. Through consistent classroom walk throughs and observations, we ensure that daily schedules and content areas are being taught and implemented. During our integrated ELD time frame for our English learners, no new instruction or core content is being taught during this time. This is to ensure that all our students receive access to grade level content standards and curriculum. The SEIS System is used for our students with IEP’s. This system helps support that timelines are being met, goals addressed, and instructional minutes are being adhered to. If a student has an IEP, their services will be provided as stated on their IEP. All students have access to recess and lunch."	"Some of our schools have a specialized area that all students are welcome to submit a transfer to. Some of these specializations include Dual Immersion, Visual and Performing Arts, Academy of Global Leadership and Empowerment, STEAM Academy, No Excuses University, 2 middle schools and Leader in Me affiliate schools. However, all core content areas are taught at all schools. All our TK-6th grade students receive weekly VAPA/STEM lessons. Master and daily schedules are created and collected to ensure that all core content areas are being taught and instructional minutes are being met. Through consistent classroom walk throughs and observations, we ensure that daily schedules and content areas are being taught and implemented. Our case managers for students with an IEP work collaboratively with the classroom teacher to ensure that the students are still receiving access to all core content areas and are not missing a subject because they are receiving their instructional minutes addressed on their IEP.  During our integrated ELD time frame for our English learners, no new instruction or core content is being taught during this time. This is to ensure that all our students receive access to grade level content standards and curriculum."	"We would be in support of having each of our schools specialize in a certain focus to allow for additional opportunities and choice for our student’s interests. However, some of the situations that arise would be sustainability through financial support and physical space and facilities to accommodate the needs of the newly developed program and students. This would also entail the hiring of additional staff that would be credentialed and certified in that area of focus."	"With the additional funding in grants that have been allotted due to the pandemic, we have hired additional staff to support students academically with Tier 2 supports in both academic content areas as well as with social and emotional needs. This will allow for all students to have access to core content areas. The supports and systems are in place to allow for the students to have access to the guaranteed and viable curriculum at their current grade level.  The offering of a dual immersion program at an additional school site came to fruition because of parent advocacy, interest, and input. We have various opportunities for our educational partners to voice their concerns, share their ideas and provide general input through site based and district-based committees such as ELAC, DELAC, SSC, LCAP Advisory Board and through our site based listening tours which are led by our Superintendent."	Met		6/9/2022	2022
12630320000000	South Bay Union Elementary	7	"All South Bay Union Elementary 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 for all students in all grades at all schools. The board's annual declaration of 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. The state's annual achievement assessments are not available for students in grades K-2. Content based assessments are used for these grade levels."	There are no identified barriers that would prevent any student from having access to a broad course of study.	The district reviews student achievement data on a regular basis to monitor implementation of board adopted curriculum and review access to a broad course of study.	Not Met		9/14/2022	2022
15637840000000	South Fork Union	7	"The South Fork Union School District utilizes the SchoolWise program to track the extent to which all students have access to and are enrolled in abroad course of study. The district is compromised of one school. In addition to the SchoolWise program, the district uses the California Healthy Kids Survey to evaluate the implementation of a Broad Course of Study."	The districts SchoolWise program tracks all students quarterly schedules. Using the results from the CHKS (California Healthy Kids Survey) Parent Report: School Promotes Academic Success of all students : 85% agree or strongly agree.	"Barriers include access to qualified instructors to provide CTE course for 7th and 8th grade students. South Fork is a rural, small school district with limited access to teachers with a variety of credentials in courses needed to provide a broad coarse of study in CTE subjects."	"The district will continue to utilize the master schedule to review the access to and are enrolled in a broad course of study. Master schedules are reviewed by site administrators, teachers, and special education managers to ensure all groups have access. Currently, the district is working with teachers to add supplemental credentials to increase the offerings of CTE courses."	Met		6/28/2022	2022
27660680000000	South Monterey County Joint Union High	7	"All schools in South Monterey County Joint Union High School District have access and use Aeries Student Information System to track all students including unduplicated student groups, and SIRAS to track students with exceptional needs. Both programs ensure that students have access to and/or are enrolled in a broad course of study.  Our counselors further track students and design individual student’s four-year plan to establish they are meeting both graduation and A-G requirements. Besides, they secure proper placement of students into a broad course of study by using data from the following diagnostic assessment tools SRI, Math Inventory and IXL which was introduced this year to identify students’ academic levels in reading and mathematics.   Also, our alternative education program completes individual assessments upon entrance into the program.  In all, our students are assigned to a broad course of study which uses the State common core, standard 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.  The enrollment of students including unduplicated students and individuals with exceptional needs, is based on the specific needs of the student.  Our site teams and support staff ensure that all students have access to and are enrolled in a broad course of study so that they successfully complete the California graduation and College and Career readiness requirements."	The greatest challenges faced by the LEA are the social emotional needs of our students as some students need extra emotional/social support to access a broad course of study which they are unable to access in the community.	"Our LEA will continue to support schools' full implementation and sustainability of key instructional initiatives, as well as build capacity.  Our LEA will revise our professional development plan for the district to align teacher supports to ensure that all students have the support and equal access to a broad course of study.  Also, we will continue to improve our support services with the continued implementation of a Multi-Tiered System of support."	Not Met		9/28/2022	2022
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 begins at the Elementary level and go through High School. The pathways include: Design, Visual, Performing, Media, and Managerial Arts; Biomedicine; Engineering; Business and Finance; and Computer Science."	"A barrier preventing SPUSD from maximizing an even more broad course of study for all students includes a lack of funding to support more elective course offerings during the school day, which are in addition to all required courses, 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 have been 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. SPUSD is also expanding dual enrollment course offerings with Pasadena City College (PCC)."	Met		6/28/2022	2022
41690700000000	South San Francisco Unified	7	"SSFUSD analyzes master schedules and student transcripts, state (CA dashboard) and federal data (Civil Rights Data Collection) 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 built into the bell schedule and provide 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%) 2020 (82.4%), 2021 (88.7%); ECHS - 2018 - (92.2%). 2019 - (94.8%), 2020 (94.1%), 2021 (97.7%). For the College career indicator we've seen increases as well: SSFHS - 2018 (31.6% - prepared), 2019 - (32.5% - prepared), 2020 (36.5%); ECHS - 2018 (28% - prepared), 2019 - (35.5% - prepared), 2020 (56.1%). [Note: CCI dashboard did not produce a ""prepared"" rating in 2021 due to pandemic school closures]."	SSFUSD convened a Middle School Schedule Committee in 2021-22 to analyze our middle school bell schedules with the goal of exploring ways to provide opportunities for intervention and expand access to a broad course of study. These discussions are important since SSFUSD has been awarded a CTE grant 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 are 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. We are also continuing to build strong CTE pathways and will be starting a new Building Construction pathway in 2022-2023."	Met		6/9/2022	2022
51714070109793	South Sutter Charter	7	"All students TK–12 have access to a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System. These measures include the following: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, and a-g course participation and graduation requirements. Each student’s learning record log ensures the student is working on a broad course of study by assessing the standards covered each learning period. Monthly, the teacher addresses needed areas through additional curricular opportunities.  All students are administered an internal diagnostic assessment in Reading and Math, three times each year.  Results from these assessments are used to formulate an individualized learning plan that meets the needs of the student and to track their progress.  Students who score below grade level on the internal assessments are provided additional support through the school’s intervention program (i.e. tutoring, targeted instructional materials etc.) to close the achievement gap. For students in grades 8-12, annual School Counselor meetings with families allow for the development and subsequent revisions of a 4-year individual plan.    The Special Education Department uses a variety of standardized measures to assess eligibility for Special Education for all areas of suspected disability.  These include, but are not limited to the WIAT, WISC, WJIV.  There are also other standardized"	"100% of our students are enrolled in a broad course of study as verified through their learning record logs. For K-8 students, a diversity of online and print curriculum, instructional classes and monthly school field trips are available through the use of allocated student instructional funds. High school students access 150+ a-g courses, tailored for independent study.  Students can engage with others through online group discussions, community vendors, and online synchronous courses. They can complete a CTE certification in 12 career pathways, also satisfying “life skills” requirements. Guidance works individually with students in grades 8-12 to design a broad course of study, creating a 4-year planner (updated yearly) that outlines the courses and methods for each student’s needs. For IEP students, a SPED staff attends the meeting to ensure a seamless course of study between general education and special education. English Learner students also have yearly guidance meetings with the EL coordinator also in attendance to assist with language needs and are provided weekly designated ELD instruction and support from our EL Instructor in small groups.   We are able to serve many different sectors of exceptional students. Students who choose an accelerated program are able to take honors, AP, and college courses during their time in high school. All students preparing applications for post secondary institutions have support from the Guidance staff to complete applications."	"The school experiences some inherent barriers associated because of the very large geographic area of several counties. The identified barriers described here are unique to Independent Study schools. Enrolled students are dispersed across multiple counties. The school has created learning opportunities for all students, including: field trips, local learning events, classes and tutoring. 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.  To provide a diversity of CTE programs for students, the school uses technology to create learning opportunities through video conferencing, online courses, and community college CTE classes.  When students experience an educational barrier because of a technology gap, the school steps in to provide necessary equipment.  Because of the flexibility that the school offers in regards to access to diverse curriculum and instructional learning opportunities, all students have access to a broad course of study."	"The school reuses curriculum through an online curriculum distribution process, providing curricular options for all students. 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.  For the 2021-2022 academic year, additional resources, such as tutoring or supplemental curriculum, were used to provide targeted instruction. Students scoring two grade levels or more below their current grade level in the iReady Diagnostic assessment were closely monitored by school administrators throughout the year and provided instructional support and additional supplemental curriculum to help them close the achievement gap.   For the 2022-2023 academic year, the school will be using a-g Access Grant funding to promote a-g courses and help to reduce barriers students completing the full sequence of a-g courses upon graduation.  The first phase of this 3-year grant will begin with the collection of school data on the number of students enrolled in a-g courses and developing school programs to improve the a-g course completion rate for the school."	Met		5/13/2022	2022
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 2021-22 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 multitude of electives to the middle school master schedule for the 2022-23 year including Art, Beginning Spanish, Spanish for Native Speakers, Life 360, Health and Sports, and PBIS Panther Pride. 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, 1st and 2nd grades at two schools and will expand to third grade in 2022-23."	"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 2022-23 school year, GMS will continue to offer an intervention and enrichment period within the school day to help accelerate the learning that may have been lost during the pandemic."	Met		6/21/2022	2022
12630400000000	Southern Humboldt Joint Unified	7	Broad Course of Study is tracked in the Student Information System and using Data Quest.	"All students, including Low Income, Foster Youth, English Learners, and Students With Disabilities, in grades 1-6 have access to instruction in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. All students, including Low Income, Foster Youth, English Learners, and Students With Disabilities, in grades 7-12 have access to instruction in English, Social Science, Foreign Language,  Physical Education, Science, Mathematics, Visual and Performing Arts,  and Career Technical Education."	"As in recent years and with other school systems, this district has experience with the shortage of teachers with specialty qualifications."	One area lacking in the broad course of study is standards-based health at the secondary level. The district will seek to fill the need with qualified certificated staff.	Met		6/28/2022	2022
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, as well as supplemental materials to support the curriculum, including a reading intervention program. Students are enrolled in social studies classes that follow the CA History Social Science Framework. All students study Science, and the District is implementing the NGSS standards. Individual teachers address the visual and performing arts standards within their own classrooms. Individual teachers address the health standards within their own classrooms. Students in grades K-5 have 80 minutes of PE instruction per week, led by a certified P.E. teacher. There are no differences across school sites or student groups. Students with disabilities are engaged in the same curriculum as the general education students   Grades 6-12: 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 Early College Campus have access to a full course of study, including nine CTE pathways. Students at Tropico Middle School have access to a full course of study, including three full time P.E. coaches, Spanish, art, and band. Students with disabilities take the same curriculum as the general education students. Students at Rare Earth have access to a full course of study by taking class"	There currently are no barriers.	"In response to feedback from the LCAP survey, we have added elective courses to the educational programs at Rare Earth Continuation High School, and Abraham Lincoln Independent Study. For students at ALIS and REHS, 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."	Met		6/8/2022	2022
53738330000000	Southern Trinity Joint Unified	7	"Review of classes, master schedule, enrollment of individuals students"	100%	"COVID-19 attendance, Internet access for homework"	Continue to work to ensure students have internet access at home and at school	Met		6/28/2022	2022
35675530000000	Southside Elementary	7	Each year the Master Schedule is analyzed and revised to ensure that a broad course of study is offered to students at each grade level.  Learning support and homework club is offered to students three days a week.  Progress reports are run to determine which students need additional support. Intervention programs are accessible for all students.	"The Master schedule indicates that core courses are offered at each grade level. In addition, a limited number of elective courses in the areas of Visual arts 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."	"Because of the small size of Southside school, the limited budget, space available, only a limited number of electives can be offered."	"Southside is preparing for the adoption of new Math curriculum to ensure that current standards-based state approved curriculum is provide in mathematics in all classes. We will continue our partnership with our parent club to maintain electives for students. Lastly, Southside plans to administer the California Healthy Kids Survey during the 2022-2023 school year to gather feedback on a broad course of study."	Met		6/15/2022	2022
37684030000000	Spencer Valley Elementary	7	"Spencer Valley School measures the extent to which all students have access to a broad course of study using the 21-22 self-reflection tool provided by CDE along with classroom schedules, school master schedule, curriculum materials, and observations."	All students enrolled have access to a broad course of study since Spencer Valley is a one school district.  During the 21-22 school year Science materials were piloted and purchased to implement the NGSS standards during the 22-23 school year.  Health materials will be researched during the 22-23 school year along with the standards.	"For 7th and 8th grades, Health curriculum and materials will be researched for possible implementaiton in 23-24 school year.  SV is currently investigating and researching the possibility of offering a foreign language option for our 7th and 8th grade students beginning the 23-24 school year.  Due to our size, SV currently has four 7th grade students and zero 8th grade students, implementing foreign language is a challenge."	New NGSS standards aligned materials have been purchased for the school and are being implemented the 22-23 school year.  Health and Foreign Language materials and standards are being researched during the 22-23 school year with possible implementation during the 23-24 school year.	Met		6/15/2022	2022
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."	"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."	"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. Additionally, foreign language at the middle school requires students to be at grade level in reading considering foreign language students opt out of a literature elective."	"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."	Met		6/2/2022	2022
49708960102525	Spring Lake Charter	7	"All Spring Lake Charter School students in grades TK – 8 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 1-8. Elementary  students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study."	"For the 2022-23 year, 100% of Spring Lake Charter School students had full access to a broad course of studies."	None	New History Social Science adoption beginning in the 22-23 school year.	Met		6/21/2022	2022
54721320000000	Springville Union Elementary	7	Springville Union Elementary School District is a single school T/K - 8th grade site. The LEA assigns and tracks classes in those grades to ensure that all students including unduplicated student groups and individuals with exceptional needs have access to and are enrolled in a broad course of study.	"In addition to ELA/ELD, Mathematics, Social Studies, Next Generation Science, and Physical Education/Health Science, all T/K - 8th grade students have weekly access (Tuesday's, Wednesday's, & Thursday's) to STEAM activities, (Monday's & Wednesday's) Drama Club, (Monday's - Friday's) Instrumental/Vocal Music (4th - 8th grades), Classroom Music Theory (T/K - 5th grades), and Expanded Learning Opportunities (Monday's - Friday's) afterschool. Enrollment and attendance records track and monitor student grade spans attending classes/activities consistent with a broad course of study."	"While all T/K - 8th grade students have access to a broad course of study, not all students/families take advantage of the opportunities available beyond the school day. The LEA notes student enrollment and attendance in non school based activities prevent many students from attending due to conflict in time."	The LEA offers the maximum opportunities available during the instruction day encompassing a broad course of study so all students in all sub groups have access/opportunity to participate.	Met		6/29/2022	2022
34674390101048	St. HOPE Public School 7	7	"We utilize  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. Scholars receive rigorous instruction that is aligned to common core standards and ultimately to getting scholars to and through college.    SHPS has several policies in place to ensure that all scholars have equal access to a broad course of study including: SHPS Pregnant, Family, Parental and Marital Status Policy, SHPS Transgender and Gender Nonconforming Students Policy, SHPS Non-discrimination in SHPS Programs and Activities Policy, SHPS Guidance/Counseling Services Policy, SHPS Homeless Education Policy."	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. 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. SHPS has a Course of Study Policy that outlines elementary and secondary courses of study and also prevents discrimination and separation in school courses and activities	"Our 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,  we want to expose scholars to a broad course of study beyond the core subjects.  TK-5th grade scholars take art, music and PE/Health courses.  In grades 6-8, scholars are enrolled in PE/Health and one additional elective.  The small student population at the middle grades (6th-8th) limits the number of elective courses."	"We focus on moving scholars forward in core content areas while exploring other options to expose students to other content areas.  In recent years we added art, music and foreign language to our course of study.  Where it is not possible to offer courses, the school supplements its overall program with other activities such as an after school program, clubs and sports."	Met		6/24/2022	2022
50105040000000	Stanislaus County Office of Education	7	"All students have access to and are enrolled in a broad course of study. Placement is based on grade span, credit need, unduplicated status and Special ed needs.  Tools utitized to track include, Aeries, SEIS, Edmentum."	"All students have access to and are enrolled in a broad course of study. Placement is based on grade span, credit need, unduplicated status and Special ed needs.  The course of study offered is consisitent among all school sites and student groups."	There are no barriers to access for students.	"The program course of student offers a broad spectrum of options to support all students. UC/CSU A-G classes, dual enrollment, support/rememdiation and CTE courses are available to all students.  The LEA continues to ensure effective communication of all the options to all familes to allow for family/student choice and input."	Met		6/14/2022	2022
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.  Optional Choir in grades 3-6 and Band in grades 5-6 pull-out instruction was offered during the 2021-22 school year and will continue during 2022-2023 school year."	"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 2022-23 elective selections based on student balloting in the Spring of 2022."	"SUSD annually reviews the master schedule at all levels and makes adjustments to staffing and scheduling to ensure that all students have access to a broad course of study in accordance with California Ed Code 51210 – 51212 and 51220 – 51229, and in response to stakeholder input and interest."	Met		6/16/2022	2022
19647330137604	Stella Elementary Charter Academy	7	"The school uses Aeries 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 the core curriculum consisting of English, Mathematics, Science, Social 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, Science, Social Sciences (integrated with literacy), Mathematics, Science and Visual and Performing Arts."	"The greatest barrier to providing a broader course of study at the 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, the school offers a variety of exposure opportunities through field trips, robust after school programming, and student assemblies."	Met		6/23/2022	2022
19647330112508	Stella High Charter Academy	7	"The school uses Aeries 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 the 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, the 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."	Met		6/23/2022	2022
19647330100669	Stella Middle Charter Academy	7	"The school uses Aeries 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 the core curriculum consisting of English, Mathematics, Science, Social 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."	"The greatest barrier to providing a broader course of study at the 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, the 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."	Met		6/23/2022	2022
45701100135889	Stellar Charter	7	"Multiple spreadsheets, student information software, schedules, class rosters, and observation are utilized to track the extent to which all students have access to and are enrolled in a broad coarse of study."	All student student groups have access and are enrolled in a broad course of study.	All student groups have access and are enrolled in a broad course of study.	"The LEA continues to provide a broad course of study and continuously works at providing additional interventions, supports and enrichment to the school program to ensure all students needs are being met."	Not Met		7/14/2022	2022
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.	Not Met		10/5/2022	2022
39686760120725	Stockton Collegiate International Elementary	7	"Stockton Collegiate is an authorized IB World School offering the Primary Years Program for students in grades K-5. Stockton Collegiate's mission is to provide access to the globally recognized academic rigor of the International Baccalaureate (IB) Primary Years Program. Since IB is the only program Stockton Collegiate offers, every student is enrolled in the broad course of study."	"Stockton Collegiate is an authorized IB World School offering the Primary Years Program for students in grades K-5. Stockton Collegiate's mission is to provide access to the globally recognized academic rigor of the International Baccalaureate (IB) Primary Years Program. Stockton Collegiate provides services that support all students in their pursuit of an IB education at Stockton Collegiate. These support services include staff to provide counseling services, targeted instruction, and comprehensive services for students with special needs."	"Access to a broad course of study through enrollment is provided to every Stockton Collegiate student. Supports for students to be able to engage in the broad courses of study in which they are enrolled are provided through counseling services, differentiated instruction, targeted instruction, and comprehensive services for students with special needs."	Stockton Collegiate will continue to follow its charter as an authorized IB World School offering the Primary Years Program for students in grades K-5. Stockton Collegiate's mission is to provide access to the globally recognized academic rigor of the International Baccalaureate (IB) Primary Years Program.	Met		6/28/2022	2022
39686760120733	Stockton Collegiate International Secondary	7	"Stockton Collegiate is an authorized IB World School offering the Middle Years Program and the Diploma Program for students in grades 6-12. Stockton Collegiate's mission is to provide access to the globally recognized academic rigor of the International Baccalaureate. Since IB is the only program Stockton Collegiate offers, every student is enrolled in the broad course of study."	"Stockton Collegiate is an authorized IB World School offering the Middle Years Program and the Diploma Program for students in grades 6-12. Stockton Collegiate's mission is to provide access to the globally recognized academic rigor of the International Baccalaureate Programs. Stockton Collegiate provides services that support all students in their pursuit of an IB education at Stockton Collegiate. These support services include staff to provide counseling services, targeted instruction, and comprehensive services for students with special needs."	"Access to a broad course of study through enrollment is provided to every Stockton Collegiate student. Supports for students to be able to engage in the broad courses of study in which they are enrolled are provided through counseling services, differentiated instruction, targeted instruction, and comprehensive services for students with special needs."	Stockton Collegiate will continue to follow its charter as an authorized IB World School offering the Middle Years Program and the Diploma Program for students in grades 6-12. Stockton Collegiate's mission is to provide access to the globally recognized academic rigor of the International Baccalaureate Programs.	Met		6/28/2022	2022
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 2021-2022, 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.	Not Met		10/25/2022	2022
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 2021-2022, 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)."	Not Met		10/25/2022	2022
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 have access to the Specialty subjects."	"With SBS curriculum depending on a rich and broad experiential approach that integrates academic subject and specialty areas in a wholistic approach, funding variations can have an impact on how expansive the scope of specialized subject areas (i.e., music, arts, eurythmy, etc.) might be from year to year."	"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."	Met		5/24/2022	2022
54721400000000	Stone Corral Elementary	7	This measure addresses information regarding the school environment based on a local climate survey administered every other year on the topics of school safety and connectedness. LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness 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 that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span.	"This measure addresses information regarding the school environment based on a local climate survey administered every other year on the topics of school safety and connectedness. LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness 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 that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span. The National School Climate Center identifies five elements of school climate: (1) safety (rules and norms, physical security, social-emotional security); (2) teaching and learning (support for learning, social and civic learning); (3) interpersonal relationships (respect for diversity, social support from adults, social support from peers); (4) institutional environment (school connectedness, engagement, physical surroundings); and (5) staff relationships (leadership, professional relationships). Students were given a survey to measure perceptions of school safety and engagement. The survey was a modified California Healthy Kids Survey given to students in grades 4-8. Student (both younger and older) survey responses demonstrated a uniformity of perceptions related to school safe."	"One of the greatest successes of the  LCAP has been the district’s efforts to provide students with a broad educational program. A continuing mandate, reiterated by every educational partner 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. There should be two focuses: one on academics, especially language arts and math. The other should be to enrich and extend student learning in the visual and performing arts.   Because of covid, there was a lot of learning loss. We are providing catch up programs  such as after school tutoring, extended learning opportunities, and intervention."	"Based on the local indicators we identified three goals which all lead to students accessing a broad course of study: Our staff is receiving in-depth professional development in the language art and math adoptions to provide excellent first tier instruction.   Also we found that students cannot achieve without ensuring their basic needs are met. 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 proactive providing counseling, early mental health support, alternatives to suspension, and tutoring support to address the multitude of issues that students bring to school each day."	Not Met		8/11/2022	2022
11626530000000	Stony Creek Joint Unified	7	"All students are given the same broad course of studies in grades K-8. This includes mathematics, language arts, social studies, science, music and art. Further grade spans 7&8 have FFA course introductions. Grades 9-12 have the same broad study course with electives and on line programs. This includes Ag mechanics, culinary arts, drivers education, health, technology and on line courses such as foreign language or other options."	"All students receive and are offered the same broad course of study. Grade spans 7&8 have FFA course introductions. Grades 9-12 have the same broad study course with electives and on line programs. This includes Agriculture  mechanics, culinary arts, drivers education, health, technology and on line courses such as foreign language or other options."	N/A	Yes.	Not Met		10/19/2022	2022
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 K-8 have the option to participate in a theater experience."	"Even a full time music teacher has a limited amount of time to spend with students each week. The District has chosen to concentrate instruction in the 4th through 8th grades through the development of a band program. Even though the opportunity is there to participate, not all students choose to do so. Not all students take advantage of optional programs that are offered to all students. Barriers include the need for additional staffing and/or staffing with the right training, not all students want to participate in optional programs offered and scheduling additional activities during the day could take time away from core instruction."	"For the last several years, we contracted with the Tulare County Office of Education to provide a theater program for our students. Next year, we are looking at scheduling a variety of elective courses for our 6-8 grade students."	Met		6/13/2022	2022
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.	Met		6/22/2022	2022
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. We encourage all of the students to take college preparation courses to meet the A-G requirements. We are also working closely with our unduplicated students to help them successfully complete these courses by providing extra time with their teachers, tutors and bilingual aides. Our students with exceptional needs have been receiving extra support from the special education specialist and supervising teachers."	"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 A-G aligned 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 learners and their needs off and on campus. We ensure our curriculum is challenging and vigorous by adhering to and incorporating Common Core State Standards across all core classes. In addition to a broad course of study, Success One! Charter School offers an ELD program to that utilizes an 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 on our end 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 an annual professional development program that contributes to meaningful learning that can be applied in classrooms. 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, special education services, and supplemental curriculum aligned to A-G and the Common Core State Standards to all of our students."	Met		6/27/2022	2022
19650450000000	Sulphur Springs Union	7	"The Sulphur Springs Union School District serves students in TK -6th grade in self-contained classrooms. Students have access to core curriculum, as well as, curriculum and materials to provide enrichment and intervention which includes Language Arts, Mathematics, Science, Social Studies/History, Health, Physical Education, and Visual and Performing Arts.  To monitor student access for all students, local assessments, curriculum based and teacher made assessments, are conducted several times throughout the school year to assess progress on mastery of standards, opportunities for enrichment, and the need for intervention.  In addition, students have access to visual and performing arts during the regular school day within their self-contained classrooms. This provides students with an additional access to a broad course of study at each grade level, specific to grade level needs and standards. This access is provided to all TK-6th grade students, no matter the ability level, in general and special education."	"The Sulphur Springs Union School District data indicate that all students, including foster youth, students with disabilities, and English Learner student groups made less progress in Language Arts and Math and 5th grade Science than in previous years. As a District, analysis shows that students in identified Title I schools are scoring on par with their non-Title I peers. However, the effects of the Covid 19 pandemic resulted in lesser progress for students at all nine sites. The Superintendent and Assistant Superintendent of Educational Services have worked with site administrators, teachers and various other LCAP educational partners to identify proposed actions and services for the upcoming school year to increase growth for all students and identified student groups."	"The Sulphur Springs Union School District takes great pride in the vision to meet the needs of all students while addressing the ""whole child"" through a process of multi-tiered systems of support which includes academic and social emotional supports. To ensure students have opportunity and access to a broad course of study, increased efforts have been taken to ensure full implementation of all adopted core curriculum in all general and special education classrooms.  Additionally, the District has increased support from District and School Based Social Workers, as well as, student access to counselors that are dedicated to assisting students and their families with social emotional support. This support has helped to remove academic and behavioral barriers for students."	"The Sulphur Springs Union School District continued to work on meeting the needs of the ""whole child"".  In addition to District and School Based Social workers to assist students and their families with social emotional concerns, additional support has been added through Behavior Intervention Aides at all sites specifically designed to address students’ needs. In addition, the Educational Services Department has focused on ensuring that students that are newcomers to the country have additional access to educational supports in school and at home. In addition, the Educational Services Department has hired two Teachers on Special Assignment dedicated to support the needs of special education students and English Learners with accessing core curriculum. In addition, there are two Learning Support Teachers at each school site focused on the needs of students who need foundational support in English Language Arts and intervention in mathematics. The Educational Services Department and Special Education Department is aligned to ensure that all student groups have access to academics and needed supports.  Special consideration for students with disabilities, foster youth, low income, and other specialized student groups has been given."	Met		6/22/2022	2022
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 with administration and school counseling, intervention staff, foster youth liaison, homeless youth liaison, 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, and 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 concerns."	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."	Met		6/28/2022	2022
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, and 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, and with parents as needed, on regular bases to help support them. Summerville is committed to our SST process to support students in meeting their individual goals."	Met		6/22/2022	2022
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, the district ensures that all students, in particular unduplicated student groups and individuals with exceptional needs, have their needs met and have access to the appropriate courses to move to the next level."	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 continued to present 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.  For the upcoming year the district will be tweaking the middle school schedule to ensure these students not only receive the appropriate ELD course but also have access to electives.	"The LEA will continue to play with master scheduling to ensure that all students are receiving the opportunity not only for the required core classes needed to progress to the next grade, but also to ensure that students will have the opportunity to select elective classes that meet their desires and allow them to explore opportunities that could lead to a future career path."	Met		6/20/2022	2022
36750440107516	Summit Leadership Academy-High Desert	7	"The Edgenuity curriculum is an online platform that provides teachers with real-time data analysis to demonstrate and verify student progress. While this platform is primarily used for independent study and credit recovery courses, all teachers have access to utilize it as an instructional resource. The school's student information system, Aeries, also provides reports and analytics to monitor students' matriculation based on specified academic tracks."	All students have access to CTE and A-G courses to potentially achieve CTE completer status and UC/Cal State eligibility. These courses are offered to special learners with additional support and accommodations to increase academic success. Courses meeting the requirements for college articulation are also provided in some CTE capstone courses. Gifted learners have access to college courses through concurrent enrollment.	"Due to our small size, the school has limited teachers and physical space to add courses. Given this, course offerings are tailored to the unique needs of students based on quantitative and qualitative data analysis including matriculation progress monitored via the school information system (Aeries) as well as surveys and educational partner feedback."	"Upon reviewing historical data, students have poor performance in mathematics and reading which impacts their achievement in other courses. Based on data analysis and survey results, the school will add a Math Enrichment course to provide additional instruction to support student matriculation through A-G math courses. A theater course will also be provided as an alternative fine art option for those students who are not interested in music. The school will also provide professional development to teachers related to differentiated learning, assessments, and cultural competency"	Met		6/3/2022	2022
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.	Met		6/16/2022	2022
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.	Met		6/16/2022	2022
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.	Met		6/16/2022	2022
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.	Met		6/16/2022	2022
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.	Met		6/16/2022	2022
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.	Met		6/16/2022	2022
54721730000000	Sundale Union Elementary	7	"All Sundakle 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.	"The only barrier is if parents choose not to have their children participate.  Otherwise, all students have access."	"Sundale offers a late bus daily at 5:00 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."	Met		6/21/2022	2022
54721810000000	Sunnyside Union Elementary	7	"Sunnyside administration/leadership team meets regularly to discuss how to best serve all students. Administration also looks at our yearly calendar, daily lesson plans, PE teacher schedules and our enrollment numbers in our junior high electives to determine the extent to which our students are offered a broad course of study. All of our single subject core classes are coded accurately with Calpads and the Superintendent and Calpad Coordinator collaborate to ensure all students receive core classes and all classes are taught with a credentialed teacher. All designated ELD is taught as part of the core curriculum. All Special Education services are provided during core classes using push in support."	"As a small rural single school school district, Sunnyside is very fortunate with a broad course of study offered to all students. With the help of the local control funding, Sunnyside has 2 full time PE/Health Teachers and a part-time Music Teacher. Sunnyside also offers a wide variety of electives for our 6th-8th grade classes such as Dance, Band/Music, Tinker Cad, Mythology and Landscaping/Botany. During the 2022-23 school year, we will provide 6-8thth grade students more access to performing arts with a Performing Arts Elective. Students have opportunities to change electives each trimester and attend these electives daily. Our K-5th grade classrooms have PE/Health from a certificated teacher. 4th and 5th grade will also have access to Music with a certificated teacher. Sunnyside has brought back special events such as Talent Show, Grandparents Day and a Winter Concert since COVID restrictions have lightened. Sunnyside is very fortunate to have added an additional Designated ELD or ELA intervention period to support our English Learners and struggling learners. This class offering allowed all students access to the same amount of electives regardless of their English Learner Status. Ideally, Our school site council is also investigating having a career day to allow our students to learn about a variety of careers."	"One barrier Sunnyside faces with providing access to a broad course of study is that K-5th currently does not have access to performing art instruction unless it is provided by the classroom teacher. We are very proud to announce that TK-5th grade music is now available by our music teacher once per week. Another barrier is 6-8th grade students are offered visual and performing arts and career/technical education in electives and only given 1 elective per trimester. Students choose electives and are encouraged to change their electives every trimester, however many students keep their same electives due to their interests and aren't exposed to some of the other great electives offered."	A broad course of study for all students will continue to be a goal for Sunnyside. Sunnyside would like to bring back arts and more performing arts. The Junior High continues to strive to make electives better each year. K-5 teachers will make a greater effort to implement a broader course of student for all students.	Not Met		10/11/2022	2022
43696900000000	Sunnyvale	7	"At the elementary level, we track enrollment in a broad course of study via Powerschool, daily class schedules and Starting Arts (art enrichment) 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. Finally, at Sunnyvale Middle School, 8th grade students in Geometry take the course in lieu of an elective offering."	"Our students with special needs have full access to middle school coursework through an inclusion model. 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."	Met		6/16/2022	2022
01751190000000	Sunol Glen Unified	7	"As Sunol Glen School is a very small school serving 270 TK-8 grade students, we are able to track student progress and engagement through analysis of their report cards, benchmarks, observations and one-on-one dialogues. We only have one class per grade level in 4-8 grade and as such the teachers and support staff know the students extremely well. Also, we are only able to offer one course offering per grade level and therefore all students - including the unduplicated student groups and individuals with exceptional needs are served."	"As Sunol Glen School is a very small school serving 270 TK-8 grade students, we are able to track student progress and engagement through analysis of their report cards, benchmarks, observations and one-on-one dialogues. We only have one class per grade level in 4-8 grade and as such the teachers and support staff know the students extremely well. Also, we are only able to offer one course offering per grade level and therefore all students - including the unduplicated student groups and individuals with exceptional needs are served."	"As Sunol Glen School is a very small school serving 270 TK-8 grade students, we are able to track student progress and engagement through analysis of their report cards, benchmarks, observations and one-on-one dialogues. We only have one class per grade level in 4-8 grade and as such the teachers and support staff know the students extremely well. Also, we are only able to offer one course offering per grade level and therefore all students - including the unduplicated student groups and individuals with exceptional needs are served."	"As Sunol Glen School is a very small school serving 270 TK-8 grade students, we are able to track student progress and engagement through analysis of their report cards, benchmarks, observations and one-on-one dialogues. We only have one class per grade level in 4-8 grade and as such the teachers and support staff know the students extremely well. Also, we are only able to offer one course offering per grade level and therefore all students - including the unduplicated student groups and individuals with exceptional needs are served."	Not Met		8/9/2022	2022
49709614930350	Sunridge Charter	7	"Goal number 2 of the 2022-23 LCAP plan was based upon data, using the Dashboard released in Fall of 2020 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 2020 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.	Met		1/28/2022	2022
43104390124065	Sunrise Middle	7	"All students have the same coursework: English, math, science, history, social justice and PE. All students also have access to the same wide range of elective courses offered at our school."	There are no differences among students’ access.	There are no barriers – no differences.	No revisions are needed in this area.	Met		6/6/2022	2022
25658960000000	Surprise Valley Joint Unified	7	1. Our local measures of tracking the extent for which students have access to and are in enrolled in a broad course of study is working one on one with our students. Since our numbers are small we have an a close watch on what students are doing.	"2. Students at the elmentenary level are enrolled in the classes that are meeting the state requirements. At the high school level, the LEA is limited on offerings because of the size of our disrict. However, we do have an option for students to take classes through an online option. High school students also have the option to take college classes."	"3. Declining enrollment continues to be a barrier for our LEA. Over the past couple of years, recruiting and retaining qualified teachers has also been a barrier."	"4. The LEA is trying to offer a broad course of study to all of our students, based on the resources and funding that we have available to us."	Met		6/28/2022	2022
18641960000000	Susanville Elementary	7	"Using the School Information System (Schoolwise), the District is able to run reports that check enrollment status for students across all grade levels. Student enrollment is crosschecked against their grade levels to ensure that they are enrolled in the correct courses for their grade level. Additionally, registration in coursework is crosschecked to monitor enrollment in appropriate coursework for unduplicated students, homeless youth and students with exceptional needs. Regular monitoring of classroom instruction and achievement reporting by Site Administrators helps ensure that students are receiving access to all required coursework."	"Upon registration in our schools, no matter their grade levels, students are enrolled in a broad course of study that affords them access to all required courses. Per education code 51210 Elementary Course of Study, students in grades 1-6 receive instruction in English, Mathematics, Social Science, Science, Visual and Performing Arts, Health and Physical Education. In grades 7-8, students are enrolled in the appropriate studies per education code 51220 with the exception of foreign language. The District has initiated a course for students to take Spanish, but not all students can currently access the class; more sections are needed."	"Based on the results of our locally selected measure, the greatest barrier to providing access to a broad course of study for our students is our ability to provide enough time and space for our 7-8 students to receive a foreign language component that is ongoing throughout the school year. In the coming year, the District will work with its Leadership Team and LCAP shareholder group to brainstorm ways to provide this coursework to all students during their seventh or eighth grade year."	The district will continue to monitor and track student access and enrollment in a broad course of study.	Met		6/22/2022	2022
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 and PE participation, efforts will be increased to ensure all students have access and are enrolled in a broad course of study. This will be based on grade spans, 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 barriers involve 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, or they may sign up for weight training. FRA currently has one period of weight training available for students. The goal is to provide Physical Education to all students within the regular school day.   Professional development will continue in Edgenuity to improve instruction and ensure that school staff will support students in access and enrollment in a broad course of study leading to graduation and/or return to the home district."	Met		6/22/2022	2022
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.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 students demonstrate preparation through a combination of CAASP test scores, college enrollment, AP testing, ‘a-g’ course completion and CTE course completion. We are very proud of our students' achievements and feel this is best indicator of the quality of our program. The academic counselor and teaching staff continue to meet with all students in grades 9-12 on a regular basis either in person or via ZOOM. The purpose of these meetings is to continually update coursework and provide academic and emotional support for all students. All 8th graders are scheduled to meet with the academic counselor in the spring to begin high school coursework planning."	Met		6/9/2022	2022
51714490000000	Sutter Union High	7	"SUHSD will continue to utilize multiple measures to ensure that all students have access to and are enrolled in a broad course of study.  The  districts process of continuous self improvement incorporates WASC and LCAP development, both of which focus on improving student achievement."	All SUHSD students have access to and are enrolled in a broad course of study.  A seven period daily schedule provides all student with an opportunity to participate in numerous academic and CTE courses designed to support the district's goal of 100% graduation rate and all graduates meeting college and/or career ready requirements.	There are no barriers preventing the SUHSD from providing a broad course of study for all students.	SUHSD will continue to evaluate student achievement and educational partner feedback when considering revisions or new course of study actions.	Not Met		9/13/2022	2022
37771070136473	Sweetwater Secondary	7	"In 2021-2022 the Sweetwater Secondary served 390 students in grades 7-12.  The student demographics include:   Percentage of Students with Disabilities: 19.0% Percentage of English Learners: 18.7% Percentage of Socioeconomically Disadvantaged: 71.5% Percentage of Homeless and Foster Youth (FY): 4.4%  Sweetwater Secondary 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 over 70% of students in grades 7-12 that qualify as “high risk”, including credit deficient students and high transient students.      Sweetwater Secondary uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to 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 dual enrollment courses based on their PPEP. There are no differences to accessibility to courses across student groups at our school."	"There are no barriers preventing Sweetwater Secondary from providing access to a broad course of study for all students.  Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students."	"Due to the current success the school has demonstrated in providing all students with access to a broad and rigorous course of study, no changes are currently planned.  However, this data continues to be reviewed as part of our cycles of continuous improvement."	Met		6/24/2022	2022
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.	"In 2021-22 our graduation rate (86% - increased 2%) improved as we returned from Distance Learning. Here is the performance of student groups: African American (85%- increased 6%), Asian (96%- same), Hispanic (84%- increased 1%), White students (88%- increased 5%), English Learners (65%- increased 5%), Foster Youth (39.3%- increased 20%), Homeless Youth (53.2%- increased 11%), Socioeconomically Disadvantaged (81%- increased 3%), Students with Disabilities (68.5%- increased 2%). In 2021-22 the Middle School Promotion Rate increased to 53% (from 50% in 2020-21). Student groups that are performing above the district average include African Americans (59%) and Redesignated Fluent English Proficient students (59%). Student groups who are performing below average include Students with Disabilities (32%), English Learners (28%), and Foster/Homeless students (28%)."	"The 2021-22 school year included a return from Distance Learning and improvement in both our graduation rate and promotion rate. Despite the impact of absenteeism due to coronavirus infection and contact tracing, we saw growth across the board. The barriers that were most prevalent in the past school year included increased student behavior incidents and mental health concerns. We also have been impacted by staff shortages in all areas, which has made delivering services challenging."	"Our school and district leaders are working collectively to focus on particular problems of practice associated with school culture, literacy and math performance. All of our schools have improved school climates through a commitment to restorative practices and a welcoming school environment. We are partnering with WestEd, the National Center for Urban School Transformation and the 21st century Southern California Leadership Association to guide our school teams to address barriers of student performance. We are networking among our schools to share effective practices in pursuit of similar areas of concern. For literacy improvement, we are developing strategies and instructional routines with select Professional Learning Communities (PLCs) which will be scaled up as we learn what is working best for our students. For math, we have added personnel to improve math performance and are increasing our use of high dosage tutoring for all students."	Not Met		9/12/2022	2022
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."	SASCA provides a broad course of studies for all students and is able to quickly add additional areas of study upon notification of interest from our students and/or their families.  Our students have a lot of options and the school has responded whenever a new area is identified.	"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-aligned offerings, implementing a robust financial literacy program, 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."	Not Met		10/17/2022	2022
36103630139147	Sycamore Academy of Science and Cultural Arts - Chino Valley	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."	SASCA-CV provides a broad course of studies for all students and is able to quickly add additional areas of study upon notification of interest from our students and/or their families.  Our students have a lot of options and the school has responded whenever a new area is identified.	"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-aligned offerings, implementing a robust financial literacy program, 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."	Not Met		10/17/2022	2022
30103060139352	Sycamore Creek Community Charter	7	"Annual review of available courses; specialty teachers provide twice yearly narratives on what courses the students are actively engaged in; Spring progress reports that reflect courses taken and progress toward learning outcomes; summative assessments of all blocks; parents review and sign these. Reassessments are performed at the start of the year to gauge baseline knowledge, and then at the end of the year to gauge progress from the year’s lessons."	"All students have access to all courses, including unique offerings like handwork."	"As a small school we are limited in the number and types of courses we can offer, however, our school is unique in our community for the variety of courses that we offer."	"Slow, incremental growth is our standard; we want to be intentional about what we are offering so that students are truly engaged in the courses. We understand how healing the arts are, and our intention is to continue with what we’re doing, but provide additional depth as it relates to our arts programs."	Met		6/16/2022	2022
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, Art, and Music.  Integrated throughout all studies are the strategies of gifted education for all, including project based learning.  97% of students believe they have access to a broad course of study.  91% of parents agree the school has broad course offerings."	"Currently, all of our students have access to Spanish, Physical Education, Art, and Music.  Our middle school students in grades 7-8 also receive a variety of elective opportunities depending on the interests of students each year including a newly added choir and band program."	"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 21-22 school year, Sycamore Valley Academy retained a school psychologist adding additional hours for students who need additional behavioral and social emotional supports.  SVA will hire a social worker to address these similar needs for the 22-23 school year."	Met		6/23/2022	2022
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 availability of textbooks and instructional materials. These measures will be reviewed to track the extent to which all students have access to 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 in to 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 support for multilingual learners, as well as ensure that instruction is on grade level, engaging, affirming, and meaningful."	Met		6/18/2022	2022
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 availability of textbooks and instructional materials. These measures will be reviewed to track the extent to which all students have access to broad course of study. Annual teacher survey will also be used by 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. There are no differences across student groups and resource teachers often push in to 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.	Met		6/18/2022	2022
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 availability of textbooks and instructional materials. These measures will be reviewed to track the extent to which all students have access to broad course of study. Annual teacher survey will also be used by 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, as there are no teacher recommendation 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."	Met		6/18/2022	2022
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.  2022 Local Performance Indicator Self-Reflection for Taft City School District Page 17 of 19 2."	"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 (6 th -8 th grade) level an analysis of the Master Schedule to determine student enrollment in a broad course of study and include at the elementary (K-5 th 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."	Met		6/29/2022	2022
15638180000000	Taft Union High	7	"Taft Union High School uses tools within Aeries student information system to document the number and level of courses available at each school. Enrollment in all levels of courses is tracked to ensure access for all students (including unduplicated students and students with disabilities). Students, with parent and counselor input, select appropriate courses. This guides the creation of the master schedule. Ongoing monitoring of course enrollment and course performance data is tracked by counselors.  Career Technical Education (CTE) courses and CTE pathways are available to all students in TUHSD. We currently have 12 career pathways.  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 core subjects.  Our student information system helps track student group enrollments and progress towards graduation is monitored by counselors annually and by data specialists for CALPADS.  Special education goals are tracked through IEPs and Goalbook by case managers on a regular basis including annual updates and IEP meetings."	"Students are able to annually submit course requests as part of the course selection process. The master schedule is built based on how many students want to take each course or pathway/elective. All students have access to a broad course of study that includes remediation courses, career technical education/electives, dual enrollment, and Honors/AP courses.  However, due to specific individual remediation and support needs, some students have limited access during the regular school year to CTE and elective courses.  Often, smaller courses are kept to meet the needs of the students and ensure they have the needed support and access to a broad course of study."	Barriers preventing the LEA from providing access to a broad course of study for all students come in two main areas.  The impact of the multiple pathways and support classes needed upon the broad course of study on the master schedule can limit access for a small population of students. Students needing extra support classes may not have room in their schedule for Elective or CTE courses during the regular school year.  These students have the opportunity to take summer school courses both to increase needed skills and to 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."	Met		6/13/2022	2022
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  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"	"For A-G readiness: • TTUSD will add staff support for the high schools that will assist in fine-tuning student support in A-G Readiness with a focus on  foster youth, English learners, and low-income students. These positions will be funded using the state A-G Completion  Improvement Grant funds. Also, AVID will be implemented at the middle schools to prepare our scholars for the rigor of the high  school coursework. For College and Career Readiness and CTE Pathway completion: • Review 10th-grade individual learning plans to determine if students are making progress towards CCI metrics. • High School staff will establish and monitor academic watchlists for all students at risk of not meeting College and Career Readiness. • Switch to SCOIR from Naviance."	Met		6/21/2022	2022
21654820000000	Tamalpais Union High	7	"The District uses our master schedule, student enrollment numbers in course, disaggregated for unduplicated status. We use course selection information, UC/CSU progress and completion data, Career Technical Education course participation numbers. We extract this data for our student information system, Synergy."	"Our data, based on UC/CSU a-g requirement completion rates, indicate that 78% of all students who graduated in 2021 met all UC/CSU a-g requirements. The greatest improve we have seen was for  our African American students. In 2016, 30% of African American students who graduated completed the UC-CSU a-g requirements and 58% of African American students who graduated in 2021 met the UC/CSU a-g requirements."	"Currently, the barriers we have identified is 9th grade math placement and access to curriculum in science that is math dependent."	"We have created the position of intervention specialist. This person will be implementing intervention strategies with the specific purpose of improving the learning outcomes of all students. Additionally, the district has established Coordinated Services Teams (COST) at each school site. This team is led by the intervention coordinator and the purpose is early identification of students who need support and provide appropriate supports."	Not Met		9/20/2022	2022
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, Flex Point, and Edmentum 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 or online program 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 curricula.  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 of World Languages/VAPA, 1 semester of Health, 2 years of Physical Education, and Electives. All these courses are tracked through our Student Information System, School Pathways, and are monitored by our Counselors, Compliance Coordinator, Principal, and Teachers.  Students also have the option of dual enrollment at the community college, Victor Valley Community College."	"While attention is still paid to Covid restrictions, otherwise, there are no barriers to course access."	Taylion High Desert Academy continues to work on implementing a complete EL program to further support its English learning population.	Not Met		10/20/2022	2022
19647330122242	TEACH Academy of Technologies	7	"Currently, TAT serves approximately 415 students in grades 5-8, including the following demographics: 65% Hispanic, 34% African American, 11% Students with Disabilities (SWD), 40% English Learners (EL), 1% Foster Youth, and 95% Socioeconomically Disadvantaged."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At TEACH Academy, all students in grades 5-8 have access to and are enrolled in ELA, social studies, mathematics, science, foreign language and physical education"	"Currently, 100% of the students have access to a broad course of study, and TEACH Academy will continue to monitor this to ensure no barriers arise to changing access."	"Due to the current success of TEACH Academy in providing all students with access to a broad course of study, no changes are currently planned; however, this data will continue to be monitored, and revisions made, with implementation as needed."	Met		6/17/2022	2022
19647330138305	TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary	7	"Currently, TPES serves approximately 255 students in grades TK-4, including the following demographics: 70% Hispanic, 29% African American, 11% Students with Disabilities (SWD), 37% English Learners (EL), 1% Foster Youth, and 98% Socioeconomically Disadvantaged.  TEACH Preparatory Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of TEACH Preparatory Elementary School s educational program.  TEACH Preparatory Elementary School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of the 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, the principal will verify this during classroom observations and ensure classroom schedules are followed."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At TEACH Preparatory Elementary School, all students in grades TK-4 have access to and are enrolled in ELA (social studies embedded), mathematics, science, and physical education."	"Currently, 100% of the students have access to a broad course of study, and TEACH Preparatory Elementary School will continue to monitor this to ensure no barriers arise to changing access."	"Due to the current success of TEACH Preparatory Elementary School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored, and revisions made, with implementation as needed."	Met		6/17/2022	2022
19647330129627	TEACH Tech Charter High	7	"Currently, TTCHS serves approximately 440 students in grades 9-12, including the following demographics: 70% Hispanic, 29% African American, 15% Students with Disabilities (SWD), 35% English Learners (EL), 1% Foster Youth, and 95% Socioeconomically Disadvantaged."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At TEACH Preparatory Elementary School, all students in grades 9-12 have access to and are enrolled in ELA, Social Studies, mathematics, science, foreign language, Advance Placement and physical education."	"Currently, 100% of the students have access to a broad course of study, and TEACH Tech HS will continue to monitor this to ensure no barriers arise to changing access."	"Due to the current success of TEACH Tech HS in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored, and revisions made, with implementation as needed."	Met		6/17/2022	2022
39103970124958	TEAM Charter	7	"TEAM uses locally selected measures to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, including unduplicated student groups and individuals with exceptional needs. Access to a broad course of study is annually reviewed by the Instructional Support TEAM, Director(s) of Education, and Special Education Director through our walkthroughs, observations, and review of our student information system, Powerschool. TEAM Charter School students are only enrolled in a single grade level course, so equal access by all student groups is sustained and maintained through that practice.  We use grade-level enrollment and the master schedule to track student attendance and access all subjects."	"100% of the students at TEAM Charter School have access to a broad course of study regardless of the school site. All students (including unduplicated students and students with disabilities) in TK-5th grade are enrolled in English, Math, History-Social Science, and Science and receive a minimum of 200 minutes of Physical Education every ten days. Additionally, 100% of students enrolled in TK-5th grade have access to integrated Visual and Performing Arts lessons."	"At TEAM, we have students who need extra support and services to help them access the curriculum, attend school regularly, and feel socially connected."	"This year we have increased our staff with more support staff to work with teachers and students' families to help ensure all students can access the curriculum.  This support system includes our school psychologist, clinician, administrators, attendance, resource teachers, the Special Education director, and the school nurse.  We are implementing a new MTSS plan. In addition, we will implement the following  actions: - Regular observations, walkthroughs, and feedback for teachers.  -Regularly monitor student progress and provide needed support and intervention  -Provide professional learning to teachers and administrators on evidence-based instructional strategies  -Improve and increase tutoring options for  students to improve grades  -Continue to provide information to parents, students, and educational partners about grade level requirements and how to access students' grades -Continue to ensure that all schools are offered the required subject areas  - Continue to work with the MTSS committee to implement district and site multi-tiered systems of support that will address academic, behavioral, and social-emotional needs to provide a learning environment where all learners can be successful"	Met		6/27/2022	2022
39686760136283	Team Charter Academy	7	"TCA uses locally selected measures to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, including unduplicated student groups and individuals with exceptional needs. Access to a broad course of study is annually reviewed by the Instructional Support TEAM, Director(s) of Education, and Special Education Director through our walkthroughs, observations, and review of our student information system, PowerSchool. TEAM Charter Academy 6th grade students and one 7th grade cohort of students are enrolled in self-contained classrooms in which they receive instruction from a credentialed multiple subject teacher. The remaining 7th and 8th grade students travel in cohorts to receive instruction in all core and elective classes from single subject credentialed teachers.  A master schedule is utilized to ensure all students have access to all core and elective subjects."	"100% of the students at TEAM Charter Academy have access to a broad course of study. All students (including unduplicated students and students with disabilities) in 6th-8th grade are enrolled in English, Math, History-Social Science, and Science, Physical Education and an elective course or PBL. The elective courses that are offered are as follow: AVID, Math Exhibition, Science Club and Debate.  The PBL course offering is reserved for our students in self-contained classes."	"At TCA, we have students who need extra support and services to help them access the curriculum, attend school regularly, and feel socially connected."	"TCA has increased our staff with more support staff to work with teachers, students, and families to help ensure all students can access the curriculum. This support system includes our school counselor, administrators, attendance clerk, resource teachers, the Special Education director, and the school nurse. We are implementing a new MTSS plan that includes a series of training for the staff to become certified.  In addition, will implement the following actions: • Regular observations, walkthroughs, and feedback for teachers. • Regularly monitor student progress and provide needed support and intervention • Provide professional learning to teachers and administrators on evidence-based instructional strategies • Improve and increase tutoring options for students to improve grades • Continue to provide information to parents, students, and educational partners about grade level requirements and how to access students' grades • Continue to ensure that all grade levels are offered the required subject areas • Continue to work with the MTSS committee to implement district and site multi-tiered systems of support that will address academic, behavioral, and social-emotional needs to provide a learning environment where all learners can be successful."	Met		6/27/2022	2022
15638260000000	Tehachapi Unified	7	"Tehachapi Unified School District uses the Kern Integrated Data System as a tool to measure which groups of students are represented in specific courses and programs. Elementary teachers participate in weekly professional learning communities that focus on training, review of student achievement, creating effective assessments, and aligning district-provided curriculum to grade-level standards. All district teachers participate in early release collaboration days twice monthly, during which professional development focuses on First Best Instruction, Universal Design of Learning, and Explicit Direct Instruction (EDI). All students at elementary sites actively engage in music, physical education, and STEAM curriculum. Additional courses are added periodically to increase the breadth of courses that are available to students."	"TUSD is a smaller district with one comprehensive high school. All students have access to a broad course of study. However, most students choose not to complete the pathways of our Career Technical Education program. There is not an identifiable trend regarding course enrollment. All students in elementary and middle school have equal access to all programs and coursework."	"Being that TUSD is a smaller school district with limited resources located in a remote area of Kern County, TUSD has difficulty recruiting staff to increase the breadth of study available to students. However, TUSD has partnered with Cerro Coso Community College and virtual academies to overcome this obstacle."	"TUSD is continuing to recruit new staff members that can assist in creating additional courses. Additionally, TUSD continues to strengthen our partnerships with outside educational institutions such as Cerro Coso Community College to increase our students' access to additional coursework."	Met		2/22/2022	2022
52105200000000	Tehama County Department of Education	7	"Broad Course of Study as measured by the list of courses available to students on the master schedule  including, NGSS, History/Social Science, PE classes, and Visual Arts instruction."	"2021/2022:Master schedule course listing included the following courses:    ~ CCSS aligned core instruction (ELA, ELD, Math, NGSS, History/Social Science) ~ structured PE classes ~ Visual Arts instruction"	"While we have been able to provide courses in a broad course of student we would like to provide a greater variety of courses. Barriers include: 1) many of our students are only with us for a short period of time making it difficult to provide them with a comprehensive board course of study; 2) due to the nature of being incarcerated within the juvenile hall, the school must be careful in providing access to resources and tools that are not allowed; 3) working with incarcerated youth requires additional training for staff that can take time."	We will continue to work with outside organizations to address the challenges listed above and incorporate additional courses that provide students with collaborative access to CTE courses and provide hands-on experiences that will help build intrinsic motivation within the students.	Met		6/22/2022	2022
52105206119671	Tehama eLearning Academy	7	"We are tracking the number of students graduating College and Career ready on the California Schools Dashboard, the number completing a CTE course, the number completing an a-g course. 59% of TeLA Graduates were College and Career Ready, up from 20% the previous year.  72% of Graduates had completed a CTE Pathway, up from 37% the previous year.  82% of students met target course completion criteria, compared to 58% the previous year."	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."	Not Met		8/18/2022	2022
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. The administration works closely with the SPED coordinator and other identified staff to monitor the progress of these student groups that have been identified in our SIS system.   Curriculum has recently been updated to include 100% access to a broad course of study for each grade span. Much consideration has been given to specific programs that will appropriately support students at each grade level. TIA has been able to purchase an adequate amount of curricular resources that are provided to every student enrolled at TIA.	"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. Brainpop, a supplemental resource, was initially purchased to support EL students and to support teachers in providing designated ELD instruction to these students."	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.	Met		6/23/2022	2022
33751923330917	Temecula Preparatory	7	"Temecula Preparatory School tracks progress in meeting Priority 7 standards by using data from Aeries and Naviance, the school’s student information system and college counseling database and 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 students at TPS are required to take a broad range of courses as part of our classical education program.  All lower school students receive instruction in English language arts, history, science, math, and the arts. The school’s counselors meet individually with each student and with parents to ensure that the upper school students are on track with the school’s graduation requirements. Beyond our core courses, the upper school offers an abundance of courses in the fine arts (art, music, drama) and a wide variety of specialty classes including moral philosophy, statistics, psychology, yearbook, athletic weight training, etc. along with dozens of A-G approved online courses."	"We do not see any barriers preventing the school from providing access to a broad course of study for all students. Students are provided alternatives as appropriate, to ensure that each student has access to a broad course of study. The school has adopted an online program with A-G approved courses to help ensure a broad course of study for all Upper School students."	"Based on feedback from students and parents, our latest revision to broaden student access to courses was to partner with Mount San Jacinto College so that our students can be dual enrolled in college courses while they attend TPS.  Currently, we are looking to expand that program to include more students and more course offerings in the future."	Met		6/15/2022	2022
33751926112551	Temecula Valley Charter	7	"The Charter currently uses interim assessments, internal benchmarks, STAR reading and math test scores, CAASPP/SBAC, ELPAC, and grade level assessments to track the broad course of study that students have access to across all grade levels and unduplicated student groups."	"Students are enrolled in grade level core courses and have enrichment/intervention opportunities based upon individual needs and/or teacher/team recommendation. Students in participate in academic/mental health counseling, as necessary, to ensure universal access and personal well-being. Additionally, TVCS offers Performing Arts, Visual Arts, Science Lab experiences, and Physical Education for all students at every grade level."	"Due to its location, TVCS is limited in terms of facility and personnel. The Charter does its best to provide substantial course offerings and enrichment, given its situation."	The Charter has hired additional classified and certificated employees to provide greater academic support to at-risk students. Staff will continue to work in partnership with its Authorizer and parents to ensure students are afforded a cutting edge 21st Century education within a small school setting. TVCS has continued Computer and Dance courses for some students (Dance - grades tk-5; Computers - grades 1-5) to continue to bolster the broad course of study.	Not Met		9/27/2022	2022
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.  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, continued access to 7th period to allow students even greater access to courses and provided an opportunity to complete online courses.  Additionally, AVID and CTE programs have also been expanded to allow for additional access and continued refinements through A-G Success Grant."	Met		6/28/2022	2022
19650520000000	Temple City Unified	7	"We measured student A-G eligible rates for high school to assess student outcomes. We cross compared the outcomes of English Learners (EL), students with disabilities (SWD), and general education students to identify areas of improvement.  Our middle school promoted all students except for one due to a disciplinary issue, so all students had access to a broad course of study."	"We found that we have a very high rate of A-G eligible students in our general population, however we noticed between-group differences when comparing our students with disabilities to almost any other group.  Even amongst English Learners and Students with Disabilities, there is a marked difference in the number of EL students who achieved A-G compared to the SWD group."	"We have identified a few systemic barriers that seem to affect access to courses and outcomes in SWD. We found that some secondary SWD enroll in modified core subject courses which do not maintain the same rigor and requirements as our college preparatory core courses. These course enrollments are based on placement, disability status, and individual student skill levels, however there appear to be opportunities to accommodate the general education courses so that they still meet the needs of SWD, yet also afford them access to general education core classes that meet A-G eligibility requirements.  We also found that students with disabilities attempted supplemental requirement courses (those beyond the graduation requirements) at a much lower rate that general education students.  Specifically we found that opportunities for enrollment in World Languages and Algebra 2 were not seized upon by students in preference for elective courses."	"Working to support our counselors, site administrators, inclusion specialists, and special education case carriers will be necessary to ensure awareness of outcome rates and the impact that sometimes as few as two courses can have on the student's post-secondary opportunities. Student and parent awareness of the impact of these choices must be improved if we hope to have students attempting these supplemental requirements in lieu of elective courses.  Additionally, through analysis of previous transcripts for students with disabilities we are able to proactively identify opportunities to develop additional inclusion placement."	Not Met		7/20/2022	2022
01611190122085	The Academy of Alameda	7	"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 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."	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.	Not Met		9/28/2022	2022
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 and we are adding a nursing/CNA certification course this year. Last year we expanded our master course list and added financial literacy, ethnic studies and aglobal studies class. These courses have sparked a lot of interest and engagement amongst our students. Moreover, these areas of study are being lauded by the CA Department of Education and will likely become high school graduation requirements in the future. As previously mentioned, 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 added to our offerings of modified math 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. Even though many of our students come to us credit deficient, we are able to assist students with making up courses and getting them back on track. While many of our students choose to transition into trade school or two year college, we still offer coursework and college counseling for those students who want to transition directly to a 4 year college."	"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. We continue to build out our CTE program to offer more career pathways for students to explore."	Not Met		9/9/2022	2022
37680490127118	The Heights Charter	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.  Our LEA reports 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 1-8, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs to our local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard."	"All students have access to the same curriculum and support provided by The Heights Charter. Based on course offerings for elementary schools, our charter has a wide range of courses including foreign language, journalism, fine arts classes, as well as electives such as debate, yearbook, advanced Spanish, and choir and instrumental music."	"Elementary school offerings, by their very nature, limit themselves to more core academic topics."	Coursework that would allow our students to be academically competitive when they enter high school is offered. Laptops and/or tablets are available for student check out to allow students access to academic information and reference materials.	Met		6/23/2022	2022
34674390106898	The Language Academy of Sacramento	7	"LAS uses Infinite Campus 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. In a given typical school year, (with some variation during the FY21-22 due to school closures), 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 school students 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 school students."	Met		6/28/2022	2022
37681300139063	The Learning Choice Academy - East County	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."	Not Met		9/8/2022	2022
34674390101907	The MET	7	"To track student access and enrollment in a broad course of study, The Met Sacramento will use the master schedule to ensure participation of unduplicated student groups, students with exceptional needs, and other relevant student groups. The master schedule is designed to provide all access to all students."	"At The Met, all courses are A-G approved. Students may earn college credit through Panther Pipeline, courses in which students dual enroll with Sacramento City College. Two days each week, every student in grades 9-12 participates in an internship to explore different career options."	The expectation at The Met is that all students follow the A-G course sequence. Allowances are made for students in special education whose IEPs require accommodation and alternative placement in a resource classroom. Struggling students have credit recovery options and online course options if needed.	Students are offered zero period credit recovery to ensure access to the A-G course sequence. Registrar and principal use the district's internal Performance and Targeted Action Index to ensure that students are on track.	Met		6/23/2022	2022
38769270132183	The New School of San Francisco	7	"The K-8 curriculum is designed around Common Core (CC), NGSS, and the social-emotional CASEL competencies. Class size is 23-25 students with two certified teachers for K-2 (student ratio to 1:12). For grades 3-5, class size is also 23-25 with 1.5 teachers per class (student ratio to 1:16). For 6th and 7th grade, the class size is 17-20 students. All students have access to:  - Literacy instruction: 400 min/week, students engage in CC aligned Readers and Writers workshop model. - Numeracy instruction: 200 min/week, students engage in CC aligned numeracy instruction and problem-solving. - Social studies and science instruction: 200 min/week, students engage in ‘inquiry’ time which brings social studies and science standards together to explore content and questions through hands-on learning. - Social-emotional instruction: 100 min/week. - Spanish instruction: 90 min/week, students have access to Spanish instruction to gain language proficiency. - Art instruction: 90 min/week, with focus on visual and performing art. - Physical Education instruction: 150 min/week for K-6 and 200 minutes per week for grade 7.  English Learners additionally have access to the CA ELD standards, which are integrated into all course offerings.  Students with exceptional learning needs have IEPs and their services are all done with the least restrictive environments such that learning is most often done alongside typically developing peers as ‘push in’ supports."	"In the 2021-22 school year, 388 students were enrolled in Kindergarten through 7th Grade and all students had access to the above described course offerings. Attendance was, on average, 94% for the year."	There are no barriers in terms of student access to all course offerings.	"In response to the needs of our students and data from this year, the following changes are being pursued for the 2022-23 school year: - Increased professional development for all teachers to support English Learners; - Establishment of curriculum committees for K-5 to further develop curriculum and ensure vertical alignment of content and assessments; - Establishment of middle school departments to further develop curriculum and ensure vertical alignment of content and assessments; - Addition of a part-time high school guidance counselor to support our 8th grade students in getting into high school."	Met		6/21/2022	2022
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.	Met		6/13/2022	2022
04615490000000	Thermalito Union Elementary	7	"Grades TK-8, Aeries student information system, master 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, 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."	"In grades TK-8, the school size limits elective choices. In addition, approximately 26% of middle school students needed ELD, reading, or math intervention classes and had Tier 3 intervention classes in lieu of an elective."	"LCAP educational partners (parents, staff, community, 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."	Met		6/27/2022	2022
38684786040935	Thomas Edison Charter Academy	7	"TECA can monitor student access to and enrollment in a broad course of study through our School Information System (SIS), which houses our course registration information. Our team can run reports that will identify when a student is missing a course or enrolled in an incorrect course. In addition, homeroom teachers, enrichment teachers, as well as administration play an important role in supporting our students and ensuring their participation in programs. Our School Counselor and Principal play a critical role in supporting students with special needs and their participation in general and enrichment courses. The School Counselor meets with families when a concern is identified, either by the parent or teachers. If the concern is found to be substantial and requires additional investigation, they then organizes a Student Support Team (SST), where a team of the student’s guardians, administrators, and teachers meet to express concerns, identify strengths, and develop a plan for supporting the student to ensure they are able to access their course of study and be successful in their programs. For students with existing IEPs, the Special Education team manages their caseload to ensure students are receiving the supports they are entitled to, with the support of administrators. The EL coordinator supports EL students, as well as provides support to classroom teachers who are working with EL students to ensure all EL students are able to progress in their development of English."	"100% of TECA students receive ELA, Math, Science and Health, and Social Studies. In most grades, the homeroom teacher teaches all content areas. In upper grades, students may rotate classes, as in a traditional middle school model. We measure 100% receipt of all content areas through teacher coursework analysis and SIS reports. EL students receive support from their classroom teacher during ELD. 100% of our students with special needs receive the support they require through services by our SPED Teachers or Paraeducators, as delineated in the student’s IEP, including push-in classroom support or pull out small group teaching. TECA is proud to be able to offer enrichment classes to all students and makes it a priority to do so. All TK-8th grade benefit from our Visual and Performing Arts program, and other enrichment opportunities. 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, Drama, and Dance. 7th and 8th grade have an additional offering of Teacher’s Apprentice. This 100% enrichment participation is true for all subgroups, including our ELs, students with IEPs, and students from low SES homes. Finally, while not all students benefit from the Dual Language Program because this is determined by the parent at the time of enrollment, we maintain a waitlist to provide opportunities, when possible, to all families seeking courses in Spanish."	"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. For both of these reasons, TECA is constantly considering how to re-envision what our Language Enrichment offerings may be able to expand to, so that we can eventually offer a Foreign Language to all of our students, not just those enrolled in our Dual Language Program. The major barriers in this matter are budget and staffing. Expanding our language program would require more staff who are fluent in both Spanish and English, and who are credentialed to teach their given subject."	"Overall, TECA has done a great job in ensuring that ALL students have access to a broad course of study, including enrichment activities. 100% of TECA students have access to enrichment activities that support their development, not only academically, but also creatively. As mentioned above, one area where we can continue to grow to provide more offerings is in the language enrichment program. The LEA is in the process of reviewing the current program and identifying ways that we can work to support this within the constraints of the current budget."	Met		6/22/2022	2022
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 staff were not using the specific foreign language course designation with fidelity. This will be emphasized in the 2022-23 school year."	"The emphasis this year will be on developing additional, accessible a-g courses."	Met		6/9/2022	2022
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."	"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 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."	Met		6/21/2022	2022
54722070000000	Three Rivers Union Elementary	7	TRUS utilizes enrollment data to craft a master schedule that reflects course offerings by teacher and grade level.	"TRUS utilizes enrollment data to craft a master schedule that reflects course offerings by teacher and grade level.  Being a single school district, no differences identified."	N/A	N/A	Not Met		7/6/2022	2022
44697650100388	Tierra Pacifica Charter	7	All students are enrolled in self-contained classrooms by grade level and receive the same broad course of study.	All students are enrolled in self-contained classrooms by grade level and receive the same broad course of study.	There are no barriers as all 6 classrooms offer the same broad course of study for every student.	Not applicable.	Met		6/6/2022	2022
54722150000000	Tipton Elementary	7	"1.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."	"2.100% 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."	"3. 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."	"4. 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 offered Music education to the 4th graders for the 2021-2022 school year. A new action for 2022-2023 will be to hire a full time music teacher so that there are more music opportunities for all students."	Met		6/14/2022	2022
19734370132845	Today's Fresh Start-Compton	7	"Today's Fresh Start Charter School (TFSCS) continues to provide students with a broad course of study to ensure that all students are well rounded in the arts, as well as academics. TFSCS has integrated science, history-social science, health, and the visual and performing arts with English and Mathematics.  Our broad course of study is evident as per our student progress report card .  TFSCS continues to make sure that every child is presented with standards aligned content in Science, History-Social Science, health/physical education, and visual and the performing arts."	"Today's Fresh Start Charter School (TFSCS) continues to provide students with a broad course of study to ensure that all students are well rounded in the arts, as well as academics. There are no differences across school sites."	N/A	Some of the new actions that we have implemented to ensure access to a broad course of study is to implement dance and musical instrument instruction at TFSCS.	Met		6/29/2022	2022
30103060137976	Tomorrow's Leadership Collaborative (TLC) Charter	7	"Tomorrow’s Leadership Collaboration (TLC) Charter School, a WASC-accredited school, and currently serves 172 students in grades TK-6 with the following demographics: 74% Hispanic, 15% White, 2% African American, 2% Asian, and 2% Pacific Islander, 16% Students with Disabilities (SWD), 38% English Learners (EL), and 63% Socioeconomically Disadvantaged (SED).   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."	Met		6/15/2022	2022
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.  No CCI Indicator in 2021.  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 - 60.6%.  Slight decrease of .3% from 2020.  First time ever over 60% in 2020, and with 2021 data, two consecutive years over 60%.  Advanced Placement Participation reflected some slight declines from 2020 to 2021, which were a direct result of scheduling during school closures (March 2020) and distance learning for most of 2020-21.  Interestingly, nearly the same number of students took AP Exams (only a slight decline of 18 total students), but the number of exams students took was lower by 464 exams, clearly impacted by school closure and distance learning.  Though we deliberately do not track passing rates, rather focusing on participation rates, it is worthwhile to note that pre-pandemic pass rates hovered around 72%, and the 2021 pandemic pass rate was 67%, on fewer tests.  This is a direct result of the instructional challenges posed by distance learning. 1966 Students Tested (decline of 18 students) 2581 Exams Passed (decline of 556 exams passed) 3851 Exams"	"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 these 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 expanded our credit recovery and grade improvement opportunities for the 21-22 school year.  Additionally, we allocated additional monies via the A-G Completion Grant for 2022-2026 to developing 6-year plans for students, beginning with middle school counseling, as well as additional professional development for teachers and counselors in the areas of A-G and Career counseling, and additional funding for credit recover and grade improvement."	"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."	Met		6/21/2022	2022
39754990139949	Tracy Independent Study Charter	7	"Tracy Charter uses master agreements and individual course scheduling with our academic counselor to track the extent to which all students have access to a broad course of study, including special education students. As of 2021-22, all students K-12 have access to standards-aligned, independent study online learning units (with the recent adoption of K5 Genius). The Edgenuity course sections meet high school diploma requirements and A-G requirements. All students (100%) have access to core broad course of study, Our 9-12 program is now fully WASC accredited.  Tracy Charter provided each student with a new laptop device and hot spot as we are primarily a virtual charter school. Having teachers provide in person support as well as virtual support provides an effective instruction program model. There are no barriers to all students accessing this course of study, as all students can take all courses. There is no limit to how many of our students are able to take any individual courses as there are at a traditional school with traditional master schedule constraints."	"Tracy Charter uses master agreements and individual course scheduling with our academic counselor to track the extent to which all students have access to a broad course of study, including special education students. As of 2021-22, all students K-12 have access to standards-aligned, independent study online learning units (with the recent adoption of K5 Genius)."	N/A - all students have the same access.	N/A - all students have access to a broad course of study.	Met		6/28/2022	2022
39754990000000	Tracy Joint Unified	7	"TUSD uses master schedules and CALPADS reports to track the extent to which all students have access to a broad course of study. TUSD counselors work with students to identify course options. Students have access to a course catalog containing course sections, high school diploma requirements and A-G requirements. All students (100%) have access to core broad course of study. 32.2% of all TUSD students successfully completed A-G requirements 8.4% of EL Students successfully completed A-G requirements 23.5% of socio-economically disadvantaged students successfully completed A-G requirements"	"TUSD uses master schedules and CALPADS reports to track the extent to which all students have access to a broad course of study. TUSD counselors work with students to identify course options. Students have access to a course catalog containing course sections, high school diploma requirements and A-G requirements. TUSD is in year 3 of implementation and expansion of the inclusion model to provide students receiving special education services to have more access to a broad course of study."	"TUSD is exploring different bell schedule models at the high schools so students have more access to credit recovery, core offerings, and acceleration."	"TUSD is partnering with San Joaquin County Office of Education to explore data and outcomes related to A-G completion for all students including specific student groups including English Learners. Additionally, TUSD is in year 3 of implementation and expansion of the inclusion model to provide students receiving special education services to have more access to a broad course of study."	Met		6/28/2022	2022
54722230000000	Traver Joint Elementary	7	The LEA monitors itself and also uses the Williams Act visit to track access to state adopted curriculum.  The district maintains a high standard for ensuring that all students have access to a broad course of study.	"Traver School is a single school district and all students remain on one campus.  Each grade level has a single classroom.  All students in first grade have access to all first grade material, there are no differences.  The same can be said for all classrooms on campus.  Through weekly and monthly meetings administration ensures that all students have access to and receiving a broad course of study."	There are no barriers.	The district maintains a high standard of self reflection to maintain access for all students.	Not Met		9/13/2022	2022
48705650000000	Travis Unified	7	"We track this metric using six metrics: • A-G college entrance requirement completion • Algebra 1 success by the end of grade 9 • 3rd grade students reading at grade level by the end of the year • Special Education student placements meeting Least Restrictive Environment criteria • Percent of students in grades 6-10 demonstrating readiness for the next grade (grades, attendance, behavior) • Advanced Placement enrollment"	"Three groups need additional focus to meet targets, including African American students, low-income students, and students with special needs.  Details are available in the 6/14/22 Board presentation on Local Indicators posted on our website."	"Although all students have full access to courses and programs, gaps in fundamental academic skills can affect participation.  Our LCAP Actions and Services were developed to help close these gaps."	We are continually analyzing data from and improving our Multi-Tiered Systems of Support. Actions for this year include: • Improving our data monitoring tools • Providing math coaching for teachers • Expanding WIN (What I Need) Teams by adding Instructional Assistants to increase the number of students our elementary Intervention Specialists can serve • Before and after school tutoring • Implementing Guidance classes to provide additional support for struggling middle and high school students • Continue to support No Excuses University implementation • Improving instruction in Learning Centers serving students with special needs • Implementing additional Social Emotional Learning curriculum to reduce affective barriers • Expand and improve Tier 1 Positive Behavioral Interventions & Supports • Implement Wellness Centers where students can take a break to reset themselves when having a hard day	Met		6/14/2022	2022
23656156117386	Tree of Life Charter	7					Not Met			2022
45699140135624	Tree of Life International Charter	7	"Students at Tree of Life all have electives or ""specials"" classes built into their regular school day. Students in grades K-8 participate in weekly classes in World Music, PE, Garden, Art, Dance, Chess, and Nutrition. Students in grades 5-8 are given the opportunity to learn a 3rd language of French or ASL, as well as Musical theatre, dance or art.  All students in the school participate in the Spanish Immersion Program and are therefore fully bilingual and biliterate as these are the goals of the Dual Immersion Program that all students begin in TK or Kinder."	"100% of students have access to a broad course of study: Foreign Language Via the Dual Immersion Program: 100% Daily Specials in World Music (vocal and instrumental electives) Drama, Dance, Art, Garden 3rd Language Electives in French, Portuguese, Korean--100% of student"	"Sometimes it is difficult to find qualified teachers for our various electives, but we have been able to find them."	Continue providing the excellent offerings that we have and expanding the list of courses available.	Met		6/21/2022	2022
35675610000000	Tres Pinos Union Elementary	7	"Tres Pinos Union Elementary school district's population encompasses grades TK-8th. Tres Pinos Union Elementary School uses state adopted curriculum guided by Common Core Standards as applicable in which access is measured by our data from class schedules, report cards, English Language Learner identification, and Individualized Education Plans. Tres Pinos Union Elementary School is committed to covering all Common Core State Standards in Kindergarten through 8th Grade by the end of the 8th Grade. Students have the opportunity to study with Mental Health Therapists in Social Emotional Learning classes through a cooperative program with the San Benito County Office of Education and Fine Arts through cooperative programs led by teaching artists from the San Benito County Arts Council.  All students including foster youth, low-income, homeless, and English Learners are enrolled in and participate in all of the classes throughout the school year."	"As a single school district, Tres Pinos Union Elementary uses our data from class schedules, report cards, English Language Learner identification, and Individualized Education Plans for Tres Pinos Union Elementary school students to show that all students are accessing the broad course of study required by the Education Code."	"All Tres Pinos Elementary 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, Tres Pinos Union Elementary has provided extensive professional development and support to classroom teachers in newly adopted programs. In 2021-2022.  The LEA provided Special Education teachers, and support staff, Instructional Aids, resources for Integrated and Designated English Language Development through Houghton Mifflin curriculum supports, and supplemental curriculum aligned to the Common Core Standards. Tres Pinos Union Elementary continues to provide access to additional professional development to stay current on changes in the Response to Intervention (RTI) programs; Iready and Successmaker, our tiered level of academic interventions, work with educational partners to develop strategies to implement Social Emotional classes to improve school climate and have a positive impact on attendance by motivating all student groups especially low-income, foster youth, and English learners to attend school to participate in newly purchased, engaging, Next Generation Science Standard (NGSS)  K-8th science curriculum and Lego Robotics classes."	Met		6/9/2022	2022
12629760115154	Trillium Charter	7	"We are using purchasing records, attendance tracking with Infinite Campus for in-class and independent study, aftercare sign-in sheets, and ELO-P participation records to monitor enrollment and utilization of all program offerings at Trillium."	"All Trillium students have equal access to academic support services, before and after school care, free meals, independent study options, and summer/school closure care and enrichment programs."	"Our main barrier to 100% equivalent student access is lack of transportation, which is a service well beyond the scope of our school budget."	We have expanded our program to include academic and enrichment programs during the summer months and selected extended school closures.	Not Met		9/28/2022	2022
12630570000000	Trinidad Union Elementary	7	The Trinidad Union School District uses a Master Schedule 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 into the general education classrooms through both a pull out and a push-in model.  The District LCAP currently includes targets related to technology access, STEAM trainings, library access, 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."	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.	N/A	Met		6/21/2022	2022
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."	Met		6/15/2022	2022
53717610000000	Trinity Center Elementary	7	"Our staff meets regularly regarding students' needs.  Since our school is extremely small, this method proves to be the most effective for communication.  All students have access to all educational opportunities at our school."	All K-8 grade students participate in all programs due to our single-classroom arrangement.	There are no barriers due to our single-classroom arrangement.  All K-8 grade students participate in all programs appropriate for their educational needs and abilities.	Staff will continue to meet regularly in order to ensure students' needs are met.	Met		6/29/2022	2022
53105380000000	Trinity County Office of Education	7	Through the individual student's intake meeting we create an individualized graduation plan and design a course of study to meet the home school's graduation requirements.	We have one site. All students have access to all classes required for graduation and or promotion at their home school's. Some students have access to their home school's CTE electives to meet graduation requirements. Students with disabilities are also provided with all resources and support as indicated in their IEPs.	"CTE courses are a barrier due to our lacking of facilities to provide those course. As a result of this, we partner with the local high school to allow our students to participate in these CTE courses as outlined in their individualized graduation plans."	We've aligned the local high school's master schedule with our master schedule so that our students can access the CTE courses when they need them. Our High School Teacher taught Spanish this past school year to our students.	Met		6/22/2022	2022
42691120124255	Trivium Charter	7	"Due to the nature of our individualized program of study for each student, all of our students have access to the same broad course of study. Our students all meet with a curriculum advisor and/or a guidance counselor to discuss curriculum and class options. Trivium tracks the course and curriculum options of each student to ensure that they are well rounded in their selections and academically successful."	We did not find any differences across school sites or student groups in access to or enrollment in a broad course of study.	"Due to the nature of our academic program being based on a personalized learning plan for every student, we do not have any barriers providing access to a broad course of study."	4. The revisions we make on an annual basis is to review the curricula choices at each level which may lead to eliminating and/or adding in different options based upon feedback we receive or changes to the curriculum from the publisher.	Not Met		10/20/2022	2022
42691120137877	Trivium Charter School Adventure	7	"Due to the nature of our individualized program of study for each student, all of our students have access to the same broad course of study. Our students all meet with a curriculum advisor and/or a guidance counselor to discuss curriculum and class options. Trivium tracks the course and curriculum options of each student to ensure that they are well rounded in their selections and academically successful."	We did not find any differences across school sites or student groups in access to or enrollment in a broad course of study.	"Due to the nature of our academic program being based on a personalized learning plan for every student, we do not have any barriers providing access to a broad course of study."	The revisions we make on an annual basis is to review the curricula choices at each level which may lead to eliminating and/or adding in different options based upon feedback we receive or changes to the curriculum from the publisher.	Not Met		10/20/2022	2022
42691120137885	Trivium Charter School Voyage	7	"Due to the nature of our individualized program of study for each student, all of our students have access to the same broad course of study. Our students all meet with a curriculum advisor and/or a guidance counselor to discuss curriculum and class options. Trivium tracks the course and curriculum options of each student to ensure that they are well rounded in their selections and academically successful."	We did not find any differences across school sites or student groups in access to or enrollment in a broad course of study.	"Due to the nature of our academic program being based on a personalized learning plan for every student, we do not have any barriers providing access to a broad course of study."	The revisions we make on an annual basis is to review the curricula choices at each level which may lead to eliminating and/or adding in different options based upon feedback we receive or changes to the curriculum from the publisher.	Not Met		10/20/2022	2022
36678920000000	Trona Joint Unified	7	"Input from different educational partners, including teachers, administrators, and students, mentioned that curriculum implementations must happen in order to ensure that our students are on track to achieve academic standards. Our team has committed to implementing a rigorous curriculum focused on the state standards and frameworks. Our staff will be participating in professional development to address core curriculum implementation and other opportunities to improve academic achievement. One area that students mentioned in the survey are creating more options for elective classes. We are in the process of bringing a gaming class and small engine class for the 22-23 school year. We have placed this in the LCAP and set aside monies to find creative ways to bring more options given the size of our school. 70% of students stated that their classes are challenging, in response to this percentage TJUSD has teamed up with CaHELP in order to provide professional development on Universal Design for Learning and MTSS. Our counselor with the teachers has created professional meetings to address the needs of our students. Additionally, our monitoring system ensures that all students have access to a diverse course of students, and our unduplicated groups as well as SPED meet the requirements, and a couple or periods in High School are allocated to support our students to meet their expected goals."	"Our internal assessment (IXL) provides information on each student's progress. This monitoring tool allows our teams to determine who needs additional support and then immediately act on it. Every three months our teams get together, gather data, dissect it and determine who needs additional support or is meeting expectations. Students who are identified as not meeting expectations, get immediate support and follow with their assigned mentor."	"Based on our data, attendance is a challenge for many students. To motivate and engage our students, we have developed motivational assemblies, create an incentive system and have monthly attendance assemblies to motivate our students to be on campus and comply with their educational expectations."	We have created additional periods for credit recovery and provided tutoring after school and support during school hours. This additional support will enhance student participation and will allow students to meet the expected requirements.	Not Met		8/31/2022	2022
54722310000000	Tulare City	7	"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 maintain or 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."	"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 and/or the integration of VAPA  lessons in the core curriculum.  Summer School is offered to all students, including UDP and students with exceptional needs."	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.	Met		6/28/2022	2022
54105460000000	Tulare County Office of Education	7	"• 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 Instructional Access programs provide the opportunity for students to recover missing credits and progress toward being on track to graduate. All students have access to and are enrolled in these online programs, in addition to in-person instruction. • Students enrolled in our special education program are exposed to various courses which provides the students access to general education curriculum and standards, but also daily opportunities to continuously make growth on individual IEP goals and objectives."	"All students are enrolled in the Edgenuity the A-G online program. When they are seniors and not returning to their school of residence, they are enrolled in the high school on-line diploma program, Instructional Access. In addition to in-person instruction. 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."	"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."	"• TCOE Court and Community schools utilizes online courses to meet the needs of students due to their transiency and short-term enrollment. Our on line program, Edgenuity, is utilized to provide A-G course access for students. Career courses are provided through the Instructional Access program. Other content encompassing a Broad Course of Study is provided through instructional on-site personnel. • To provide support to students in attending school consistently, 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."	Met		6/8/2022	2022
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. Our district has added math support classes for Geometry and Algebra 2.  Additionally, our district is creating CTE Pathways to once again provide more opportunities for our students."	Not Met		9/15/2022	2022
25735930000000	Tulelake Basin Joint Unified	7	"The  principal and academic counselor with the help of PowerSchool, monitors students at each grade level to to make sure that they have access to broad course of study. Due to our small school size we customize the master schedule each year to make sure that we are meeting the needs of the students so that they can meet A-G and graduation requirements. Our classes are supplemented with online options through Klamath Community College, College of the Siskiyou and Edgenuity which allow us to offer more classes to all students than our limited capacity allows."	The LEA is able to provide the same access to all students regardless of student group or need at all levels of education. We adjust course offerings based on student needs each year.		The LEA does not currently have a barrier to providing access to a broad course of study to all students	Not Met		9/28/2022	2022
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."	"An instructor is now credentialed to provide CTE Instruction in an Introduction to Law Enforcement class, which was 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. Students are able to once again enroll in college courses through a dual enrollment program with Columbia College, including vocational programs."	Met		6/23/2022	2022
50757390000000	Turlock Unified	7	"Turlock Unified School District conducts annual and ongoing 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.  Measures and/or tools to track the extent to which all students have access to, and are enrolled in, a broad course of study: master schedule, balloting, school course directories, student handbooks, counselor(s), math placement criteria/math placement, enrollment numbers, AERIES/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, District Task Forces - English Learners, Math, and Special Education, Western Association of Schools and Colleges (WASC), Career Technical Education, AP courses, Program Equity Sites - Roselawn and eCademy, student demographic data, on-going data analysis (District position - Data Information Analyst)."	"All TK-6 students are enrolled in core.  All TK-6 students have access to, and are enrolled in:  Digital Citizenship, District Farm, Music, Study Trips, Outdoor Education, GATE Program, and Theme-Based Schools, Human Growth and Development, STEM, Assemblies, Dual Language Immersion, and school gardens.  Identified TK-6 students have access to MTSS and Interventions (counselors, math intervention, reading intervention, Newcomer support).   All 7-12 students are enrolled in core.  All 7-12 students have 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, Community College, Co-curricular and extra-curricular activities and opportunities, Dual Enrollment, CSUS courses, and access to UC/CSU A-G coursework that ensures students are college/career ready when they graduate from high school. Identified 7-12 students have access to MTSS and interventions."	"Give the results, the District provided additional interventions and supports at the elementary and secondary levels - intervention teachers, counselors, ELD Newcomer Program, EL Site paraprofessionals, and social-emotional supports.  The district continues to ensure students with disabilities, English Learners, students receiving free and reduced meals, foster youth, and homeless students are offered a broad course of study.  The district will continue to provide a range of elective course offerings that are accessible to all students."	"In response to the results, the District is expanding TK, the Expanded Learning Opportunities (ELO) Program will provide funding for afterschool and summer school enrichment programs for kindergarten (including transitional kindergarten) through sixth grade,  the District and sites will review and monitor course completion to improve A-G, and the District, high schools, and Equity sites will continue to evaluate CTE.  Turlock USD will continue to monitor and review access to broad course of study and administer and collect feedback to ensure that the needs of all students are being met."	Met		6/7/2022	2022
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, personalized instruction, and access to a broad course of study for all students as indicated through various metrics. The District utilizes the LCAP to outline a broad course of study including programs for all students. The metrics used to inform progress are: State and Local Assessments; 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. These metrics are examined and disaggregated by subgroups to further examine the extent students have access to and are enrolled in, a broad course of study. Some of these offerings and high engagement actions include but are not limited to access to a wide variety of career technical education programs at middle and high school levels, elementary music for all 3-5 graders, 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 21-22 cohort graduation rate of 95.6%, 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 65.3% 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 74.8% of high school students taking 4 years of math and 46.5% 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 2020-21 school year, 3,959 AP exams were taken and the percent of exams with 3+ scores was 68.7%. The reclassification rate for English Language Learners has struggled over the past two years, with the most recent 2021-22 reclassification at 6%. Some of the contributing factors to this decline are the impacts of school closures and the difficulties in re-engagement of students and implementing targeted interventions in addition to core curricular areas. 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 along with targeted interventions upon return to school, as evidenced by local assessment data, COVID-19 greatly impacted the learning of English Language learners, socioeconomically disadvantaged students, homeless students, and foster students. These subgroups experienced a slower growth trajectory in 2021-2022 locally gathered assessment data. The achievement gap shows up in grades, standardized-test scores, local assessments, dropout rates, and college completion rates, among other success measures. This achievement gap was exasperated during the pandemic due to all of the unfinished learning that was caused by school closures, and it is an identified barrier that our LEA is working hard to close."	"In response to the findings, increased services and support 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.   To begin, all schools will participate in an organized effort to refine Multi-Tiered Systems of Support during the 2022-23 school year, ensuring timely interventions and support are provided to students in an effort to narrow the achievement gap, after-school expanded learning opportunities/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 and Rigorous Curriculum Design 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.   Additionally, English language learners will receive support 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 BrainPop ELL, and district ELD TOSAs. District ELD TOSAs will work directly with classroom teachers to enhance implementation of best practices."	Met		4/25/2022	2022
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. 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 adopting new math curriculum for the 2022-23 school year.	Met		6/29/2022	2022
49709616052302	Twin Hills Charter Middle	7	"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 are available to all students."	"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 are available to all students."	N/A	N/A	Not Met		10/3/2022	2022
49709610000000	Twin Hills Union Elementary	7	"At our elementary school level, all students have access to curriculum in all subject areas. We work on our multiple tiers of student support so students with exceptional needs and others needing additional assistance can receive help within their classroom. We administer STAR Renaissance reading and math tests 3 times per year and use data to create intervention groups. EL students with #1 or 2 designations receive push in support from our EL Coordinator."	"At our elementary school level, all students have access to curriculum in all subject areas. This broad course of study includes math, science, social studies, health and PE. Additional opportunities for learning include many enrichment class opportunities that all students take weekly or bi-weekly: visual arts, music, library, and garden."	We have not identified barriers to offering students access to a broad course of study. Our student support /intervention team has helped support teachers in administering Tier 1 instruction.  Barriers with regard to Tier 2 intervention include the challenge of filling intervention positions and ensuring adequate funding from state to help with learning loss due to COVID.	We will continue to expand our professional development efforts regarding multiple tiers of student support.	Met		6/24/2022	2022
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 and the Visual and Performing Arts.."	"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. 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. All field trips were cancelled due to COVID but they are now occurring again.  Field trips are an integral part of the program at TRHS. 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. TRHS teachers provide 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."	Met		6/16/2022	2022
51714640107318	Twin Rivers Charter	7	"91.6% of TRCS families agreed/strongly agreed that their child has access to the materials (e.g., technology and resources) they need to be successful at TRCS.  TRCS ensures all students have access to all classes (broad course of study)."	All students have access.	"We have eliminated any barriers, including extending the learning day to ensure students have access to frontloading and instruction necessary. Students are not pulled out of core ELA and math instruction."	No new actions/just continuous revisions to ensure access for all students.	Met		6/8/2022	2022
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."	"The current barriers we have found are largely related to learning lost during the pandemic. In general, the ability for secondary students to access consistent instruction and the structure of a school has resulted in less access and lost credit."	Twin Rivers has refocused many resources such as MTSS Specialists and after school providers in order to create a support system for our students in high school that need additional credit recovery or A-G recovery. We employed a specialized A-G counselor at each high school and Program Specialists to increase access to credit recovery. Our MTSS specialists are focused on 9th graders while the others are focused on 12th and 11th. This approach will help our students access the full scope of our offerings after this period of intervention.	Met		6/21/2022	2022
49709790000000	Two Rock Union	7	"Each child is enrolled in grade level appropriate classes were a standards based instruction is taught be fully credentialed teachers. For students who have identified learning disabilities, they have an IEP and receive support from the site's RSP teacher or SLP for  speech and language support. The site provides STEAM instruction for all grade levels in the the STEAM lab where arts, math and English are combined to offer a comprehensive course in hands on learning. Two Rock uses STAR/REN and BPST assessments to track student progress and ensure students have engaging the in curriculum. To further engage students, the district used Lexia and IXL to support math and ELA learning for students. There is a designated time of at least 30 minutes daily for ELD instruction for English language learners and supports built into the school day for students to have interventions for both math and ELA."	Two Rock Union School District is a one school school district. The response to will be the same as question one.	"For the 2022-2023 school year, the identified barriers are the loss of learning habits from the past two years of the pandemic."	"In response to the results of Two Rock's measures, the site is undergoing a school wide implementation of Multi-tiered systems of supports (MTSS) training for teachers and instructional aides to identify the needs students in the classroom and provided specific times for math review and language within the school day in addition to the standards based instruction offered."	Not Met		9/8/2022	2022
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 Pathways over the last two years, but have had a slight decline in 2019-2020.  The District provides 15 different CTE Pathways which allow students to become career ready. *Data not available on the CA Dashboard for 2020-2021. Alternate data shows that 25% of graduates completed at least one CTE Pathway. *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: * 21 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 States History. 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 Art *High School Language courses, including Pomo Language *High School Science Pathways"	"The pandemic created many barriers for students to be College and Career Ready via a CTE Pathway in 2021-2022. 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 be a part of the College and Career Indicator in the future."	"The LCAP continues to fund  a robust CTE program which includes additional CTE teachers and programs, and cost increases due to reduced CTEIG funds. 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."	Met		6/15/2022	2022
43697080000000	Union Elementary	7	"For the 2020-21 school year, 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.   Once fully back on campus, we sought input from our middle school students to get their feedback for the Local Control Accountability Plan (LCAP) including in the area of Broad Course of Study.  Students surveyed provided many ideas that were then brought back to our LCAP Committee including: focusing on students’ different learning styles, differentiating so that students are all challenged at their own level, opportunities built into the school day for students to get help from teachers and a wider range of elective offerings.  The LCAP committee valued their input and added in action items to investigate the logistics of implementing a tutorial period for the 2023-24 school year and identifying additional elective offerings.  Additionally, USD will create a Student Senate made up of 5th-8th grade students from around the district as a mechanism for them to share their ideas with the Learning and Innovation Department multiple times throughout the school year."	"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 Science Technology Engineering Arts and Math (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. In 2021-22 both middle schools continued to provide an advisory class to communicate with students regarding school activities, academic support opportunities and as an opportunity to provide Social Emotional Learning (SEL) lessons and/or make positive connections with students.    Our elementary schools began implementing newly purchased SEL curriculum as well with support from our TOSAs and site SEL leadership teams."	"The district has identified a few barriers that have prevented us from providing access for a broad course of study for all students. This is due to limitations in our Middle School schedules as students receiving interventions do not always have access to elective offerings. To address this, we will be doing a Middle School electives audit to determine the types of electives offered, who has access and credentialing limitations. In addition, we will be exploring the possibility of additional zero period elective courses. This year, we have continued to expand offerings with the addition of an arts elective for Dartmouth Middle School students, and an environmental studies class focused on Marine Biology for Union Middle School students. Our goal is to seek students' input as we expand course offerings in the future."	"In the past, we provided a zero period Science Technology Engineering and Math (STEM) class at Dartmouth Middle School to increase 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.   This zero period did not occur in the 2020-21 school year due to the pandemic, nor in 2021-22, however it is a class we continue to explore adding in order to reach more students.  Although we were only able to integrate Science Technology Engineering Arts and Math (STEAM) and STEM digitally to a small handful of students during the pandemic, we were thrilled to once again offer classes and opportunities to students this school year.   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."	Not Met		8/15/2022	2022
29664070000000	Union Hill Elementary	7	"Following 2021-2022 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. We ensure that students are placed in the least restrictive environment as well as intervention support does not impede students participating in a broad course of study. Union Hill monitors a broad course of study by focusing on minimizing the ""Opportunity Gap."""	"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. Again, our focus is to ensure we are minimizing and ""Opportunity Gap"" for our students."	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 through our Expanded Learning Opportunity Plan."	Met		6/21/2022	2022
29664076027197	Union Hill Elementary	7	"Following 2021-2022 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. We ensure that students are placed in the least restrictive environment as well as intervention support does not impede students participating in a broad course of study. Union Hill monitors a broad course of study by focusing on minimizing the ""Opportunity Gap."""	"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. Again, our focus is to ensure we are minimizing and ""Opportunity Gap"" for our students."	There are no 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 through our Expanded Learning Opportunity Plan."	Met		6/21/2022	2022
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."	A music teacher was hired for the 22-23 school year.	Met		5/18/2022	2022
30103060133959	Unity Middle College High	7	"Unity utilizes the student information system, School Pathways to create reports that track student progress in a variety of areas including college courses and level of advanced math classes."	"Placement of students in our blooming CTE pathways that include Computer Science and BioMedical Innovation is specific and designed to increase enrollment in the CTE pathways.  In addition, 25% of our students were enrolled in college course over the summer of 2022 with almost 40% of our students enrolled in college course in the Fall of 2022."	Parent and student education on the opportunities that are available to our students.	"Continued education for all involved, building relationships, hands on experiences and marketing."	Met		6/23/2022	2022
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. Students have a choice of foreign language options during their junior year as well. 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."	Not Met		9/1/2022	2022
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.	Met		6/29/2022	2022
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 school-wide action plan as developed through robust stakeholder engagement."	Not Met		10/5/2022	2022
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. The percentage four-year cohort graduation rate for the last 3 years has been 100% (2018-2019), and 98.1% (2019- 2020) and 94.7% (2020-2021: rate higher with addition of AB104 completion). 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, 15 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. There are students enrolling and continuing at UPA with learning loss and mental health challenges that make it difficult for them to access the curriculum to their full ability."	"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 atrisk 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 past years 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 as well as added multiple mental health counselors to address help address socio emotional needs to support students be present and thoughtful in their learning process and planning. UPA has brought on a Student Support Technician to provide outreach to struggling students, including doing home visits. 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."	Not Met		9/29/2022	2022
54105460119602	University Preparatory High	7	"All students at UPHS complete high school courses that are a-g approved by the University of California.  As an early college high school, all students are required to complete 20 college credits, or a fraction thereof based on enrollment date, at the College of Sequoias.  Through attendance, high school and college course completion, and grades, we monitor the success rate of students in both high school and college courses."	"Courses at UPHS are divided into high school and college courses.  All students will complete high school courses that are a-g approved along with a variety of elective courses, 20 credit minimum at the College of the Sequoias.  Students are required to maintain a 95% attendance rate and earn a minimum grade of C in their high school courses to be eligible to enroll in college courses.  Student attendance (high school) and semester grades (high school and college) are the prime factors in determining if a student will be allowed to enroll in a college course.  Student eligibility is reviewed at the end of each semester to determine if a student will be allowed to enroll in a college course the following semester."	The primary barrier preventing UPHS students from a broad course of study is the student's success in their high school courses.  Students who earn a grade of D or F may be assigned to an instructional aide and offered extra support through our after-school tutoring program.  UPHS does not offer Advanced Placement (AP) or International Baccalaureate (IB) courses.	At this time UPHS will continue to work with students who struggle academically through our after-school tutoring program.  One action being taken to ensure student success is the hiring of UPHS alumni as tutors.  These tutors know and understand our program and what is needed to help students be successful in both high school and college courses.  We also employ two people to work with either EL students or students who struggle academically.  We also plan to hire an IA for math.	Met		6/8/2022	2022
19647330132027	University Preparatory Value High	7	"Students at University Prep Value School are required to enroll in a broad course of study for grades 9-12 in English, Mathematics, Social Sciences, Science, Physical Education, Art, and Language Development class.  Students that complete the school's requirements will receive a Certificate of promotion.  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 teacher/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 school  to determine if all students, including unduplicated, are enrolled in a broad course of study are: class schedules, report cards, English Language Learner identification, and Individualized Education Plans."	"The locally selected measures demonstrate all University Prep Value School  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. UPVHS offers an English Enrichment class for newcomers.  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 or pull out  English and Math courses. For newcomer English learners, UPVHS has acquired several bilingual instructional assistants to help students access the common core curriculum.  Supplemental curriculum is also provided when appropriate to support students at their instructional level."	"All University Prep Value 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, UPVHS has provided professional development and support to classroom teachers through meetings and observations. In 2022-23 UPVHS  will change its coaching plan to assign one coach per teacher and UPVHS will continue to improve its use of SDAIE strategies which allow all students access to the broad course of study."	Met		6/24/2022	2022
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 a core curriculum and high-quality teachers who focus on the 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."	Met		6/28/2022	2022
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, SEL, Assemblies 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 A-G aligned courses and college courses through the College and Career Access Pathway (CCAP) agreement. In addition, students have access to Career Tech Education Pathways and a variety of elective opportunities that push our students academically and keep them on track for college and career readiness. Our guidance technician and academic counselor support college and career readiness through the development of 4-year plans in our Aeries student database. All credit recovery is built in the bell schedule to support students staying on track for college and graduation and 100% of students participate in a club because club meetings are built in the school day."	"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. ULHS is providing student maps for their 4-year journey through high school inclusive of college and career readiness pathways. Students have enrichment opportunities during the school day such as clubs and programs that meet during and after school such as Mock Trial and Academic Decathlon."	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 and rotating 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, Cultural Awareness and Celebrations, Academic Decathlon, etc.) and we reach off campus to expand the opportunities we can provide to our students as well."	Met		6/21/2022	2022
26102640124990	Urban Corps of San Diego County Charter	7	"UCCS offers a broad course of study for all students with core academic subjects aligned to state standards through our course map outlines. We are able to meet any student’s credit needs with our variety of course offerings. Additionally, UCCS uses School Pathways as our SIS. Through School Pathways, 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. Having a small number of students makes it possible to constantly adjust to individual student needs as well."	100% of UCCS students have access to and are enrolled in a broad course of study that meets their individual academic and credit needs. The decision of what classes are being taught each school year is generally based on the graduation needs of the seniors who need those classes to graduate that year.	100% of UCCS students have access to and are enrolled in a broad course of study that meets their academic and credit needs. UCCS 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 UCCS 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."	Not Met		12/9/2022	2022
37683380135913	Urban Discovery Academy Charter	7	"There is one course of student at both of our school sites (T/K-5th grade and 6th-12th grade). All student groups have access to the board course of study, including enrichment coursework and college preparatory curriculum."	"All students have access to all coursework offerings at the TK-5th and 6th-8th levels. There is one track of study which students can enroll in at the high school level (so all students have access to all coursework), 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."	Met		6/22/2022	2022
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 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 specifically outfitted classrooms with Montessori music materials to improve access to a broad range of studies. In unifying our record keeping, we are analyzing data around Montessori lessons, to be able to identify gaps that may lead to lower than expected achievement on the various tests taken by students."	Met		6/23/2022	2022
48705730000000	Vacaville Unified	7	"For students in our elementary schools (grades K-6), all students have access to:  - Arts instruction  - Access to AVID curriculum/offerings - Board approved instructional materials  - PE instruction   - Teachers with access to professional development related to AVID, Early Literacy, ELD, GLAD, PLC SpringBoard, GLAD, etc.   For students in our secondary schools (grades 7-12), all students have access to:  - Access to AVID curriculum/offerings - 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/concurrent enrollment  - Increasing access to CTE pathways  - Teachers with access to professional development related to AVID, CTE, ELD, PLC, 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 and seek to remove any existing barriers to that goal.	Met		6/16/2022	2022
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."	Met		6/21/2022	2022
19650780000000	Valle Lindo Elementary	7	"The LEA annually measures its progress and 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 7-18, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. The district analyzes multiple sources of data to gather information regarding  access to a broad course of study. Using CALPADS and master schedules the LEA is able to determine that students do have access to a broad course of study however achievement levels varied greatly amongst student groups."	The LEA is able to determine that students do have access to a broad course of study however achievement levels varied greatly amongst student groups.	Current barriers include limited access to accelerated coursework based on academic achievement based pre-requisites specifically at the 7th and 8th grade level.	"Currently, the LEA is focusing on utilizing targeted interventions and ensuring a comprehensive RTI model is being implemented to minimize learning gaps and promote access to a broad course of study for all students."	Met		6/15/2022	2022
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 provides students access to a Broad Course of Study in its 2 elementary schools, with some classes designated as combination classes. Students with IEP's and English Learners are mainstreamed into general education classes and Structured English Immersion, with appropriate supports as needed.  Multiple Subject self-contained classes offer: English; Mathematics; Social Sciences; Visual & Performing Arts; Health; Physical Education.  Grades 6-8 course offerings with students enrolled in a Broad Course of Study include English; Mathematics; Social Sciences; Spanish elective course; Physical Education; Science; Visual & Performing Arts, Performing Arts elective courses; Applied Arts, Ceramics elective course.  Additionally, there are  Special Education classes at each site."	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.	Not Met		10/19/2022	2022
37684370000000	Vallecitos Elementary	7	All students have access to standards aligned curriculum and grade level standards. Students needing additional support receive Tier II or Tier III instruction.	"Vallecitos is a single school site and do not have differences across multiples school sites. Our English learners, migrant education population, and students with special needs all have access to a broad course of study."	"All students have access to a broad course of study. However, available resources, staffing, and our location are barriers to offering more extensive opportunities for our students."	"Vallecitos is seeking to enhance our offerings in Health Education, Physical Education, and Visual and Performing Arts course of study. Through the California Community Schools Partnership Program, we will be able to offer additional resources to our students and families."	Met		6/28/2022	2022
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 needs to support 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 ? The development of a plan to increase the levels of inclusion for students with Individualized Educational Plans in the General Education Program to be implemented in the 2022-2023 school year."	Met		6/15/2022	2022
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 needs to support 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 ? The development of a plan to increase the levels of inclusion for students with Individualized Educational Plans in the General Education Program to be implemented in the 2022-2023 school year."	Met		6/15/2022	2022
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 22-23, VCS reorganized operational support across the network by hiring a VCS Operations Manager to provide organization-wide support on operations so that the Executive Director and school leaders can reallocate time to program quality and continuous improvement."	Met		6/27/2022	2022
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 the reading and writing workshop model, become mathematicians through project-based, mastery-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 through a dedicated Advisory class, providing the foundation for our collaborative work. The arts are integrated into projects and all students participate in a robust and fun physical education program. Core classrooms have Assistant Teachers 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. For the 22/23 school year, VCMS will be offering a visual arts elective to each grade level."	"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 22-23, VCS reorganized operational support across the network by hiring a VCS Operations Manager to provide organization-wide support on operations so that the Executive Director and school leaders can reallocate time to program quality and continuous improvement."	Met		6/27/2022	2022
19647330137612	Valley International Preparatory High	7	"The school uses its graduation rate, A-G completion rate, and AP participation rate to track the extent to which all students have access to, and are enrolled in, a broad course of study.   As a college-prep school, we see the rates of California A-G satisfaction, along with graduation, as animportant metric for whether students are achieving and whether we are fulfilling our mission and vision. The table below includes graduation and A-G satisfaction rates over time, which generally meet or exceed the rates of neighboring schools."	"Using our locally selected measures and tools, it is clear that all students have access to, and are enrolled in, a broad course of study.  All of our students must accumulate 240 credits, and the majority are satisfying A-G requirements.  We maintain a graduation rate on par with similar schools, and have increased the amount of AP participation every year."	"The primary barrier to providing access to a broad course of study for all students is our size, enrolment, and thus subsequent staffing.  Because we are not a large, comprehensive public high school, and 9-12 credentialing requirements are more stringent, we are limited in how many courses we can offer every year."	"The school has hired an additional math teacher to expand STEM offerings, and will be using the A-G implementation grant to offer online courses to students through UC Scout and other providers, should a student want to take a course that we do not offer ourselves.   The counseling department works closely with families to discuss options of taking one class through outside vendors, including community colleges, and adjusts student schedules to accommodate for these opportunities."	Met		6/8/2022	2022
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 broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs served."	"Valley Life tracks 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. 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. Teachers use a fishbone diagram or other visual organizer to 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."	"Barriers to providing access to a broad course of students for all students include attendance. Due to the COVID-19 restrictions, until school guidelines changed in March, students were required to isolate themselves at home when exposed. They were given independent study packets, but this was not as effective. 2021-22 Local Performance Indicator Self-Reflection for Valley Life Charter School Page 13 of 13 VLCS is also currently reviewing its ELA curriculum to find any existing holes. VLCS will also be expanding the MTSS program to include a new full-time teacher and after-school tutoring."	"VLCS has updated the short-term independent study program.  VLCS has also invested in a Reading, Math, and SEL intervention program that can be used to ensure access to a broad course of study for all students."	Met		6/17/2022	2022
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."	Met		5/12/2022	2022
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 online 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 the 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."	Met		5/31/2022	2022
39686270129916	Valley View Charter Prep	7	"Valley View Charter Prep tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and Master Agreements for course selection to analyze the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports developed in the district’s student information system PowerSchool identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2021-2022 year, 100% of Valley View Charter Prep’s students had full access to a broad course of study. All VVCP students in grades TK-5 are enrolled in a broad course of study. We offer access and enrollment in the six areas 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 VVCP 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"	"For the 2021-2022 year, 100% of Valley View Charter Prep’s students had full access to a broad course of study. All VVCP students in grades TK-5 are enrolled in a broad course of study. We offer access and enrollment in the six areas 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 VVCP 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). 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 Valley View Charter Prep from maximizing broad course of study offerings to all students."	N/A	N/A	Not Met		9/9/2022	2022
19647330133694	Valor Academy Elementary	7	"The school uses Aeries 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 the core curriculum consisting of English, Mathematics, Science, Social 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, Science, Social Sciences (integrated with literacy), Mathematics, Science and Visual and Performing Arts."	"The greatest barrier to providing a broader course of study at the 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, the school offers a variety of exposure opportunities through field trips, robust after school programming, and student assemblies."	Met		6/23/2022	2022
19647330127894	Valor Academy High	7	"The school uses Aeries 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 the 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, the 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."	Met		6/23/2022	2022
19647330120022	Valor Academy Middle	7	"The school uses Aeries 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 the core curriculum consisting of English, Mathematics, Science, Social 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."	"The greatest barrier to providing a broader course of study at the 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, the 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."	Met		6/23/2022	2022
29768776111371	Vantage Point Charter	7	"Vantage Point uses multiple 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.  CAASPP data, Renaissance Learn, and other anecdotal measures are used."	"Vantage Point Charter School is an independent study program specifically designed to create an alternative for students not wanting a traditional education setting.  Upon enrollment, each student meets 1:1 with staff to create an individualized program plan to best suit their needs.  Various curricular programs are used in this program to support all student needs.  State academic standards are used regardless of curriculum, and staff continues to participate in professional development to learn and grow as standards change over time."	"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 to support all student needs.  State academic standards are used regardless of curriculum, and staff continues to participate in professional development to learn and grow as standards change over time.  Students in grades K-8 often follow the 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 2018, the district has worked diligently to include VP in all curriculum adoptions and online program implementations."	Met		6/14/2022	2022
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."	Met		6/29/2022	2022
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."	"81% of VCS parents agree that VCS offers all students access to a broad course of study. 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 socialemotional 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 supports 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 continues to work with EL Education as an EL Network school to train teachers and analyze our programs to ensure access to a broad course of study for all students.	Met		6/16/2022	2022
56105610000000	Ventura County Office of Education	7	"The locally selected measures that VCOE Schools and Programs use to track the extent in 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 schedules, the student information system, transcripts, individualized education plans (IEPs), VCOE Course of Study, and curriculum frameworks."	"All students have access to, and are enrolled in, a broad course of study as evidenced through our locally selected measures.  VCOE Schools and Programs offer a variety of educational programs that meet the needs of a diverse group of learners: court and community school program, special education programs serving students with moderate to severe disabilities/social-emotional and behavioral needs/students with autism spectrum disorder and a career technical education program.  Upon enrollment, a student's IEP, if applicable, and transcript/school file is reviewed, and student is placed in the appropriate program/courses.  In our high schools with diploma track programs, a master schedule is offered that provides access to courses that will lead to a high school diploma and help prepare students for their post secondary plans.  All students, in all VCOE Schools and Programs, have access to Board adopted, standards aligned curriculum.  Curriculum frameworks, course materials, and course offerings are reviewed annually by administration."	"The barriers that may prevent VCOE Schools and Programs from providing access to a broad course of study for all students include cognitive disabilities, medical needs, and prominent behavioral issues due to the unique and specific educational programs offered, outlined in number two above.  Due to these barriers, providing students with a broad course of study may be affected and could interfere with a student’s ability to access the broad course of study provided."	"To continue to ensure access to a broad course of study for all students, VCOE Schools and Programs’ administrators and staff will continue to annually review course curriculum, instructional materials, master schedules, access to standards aligned textbooks/materials, and student schedules.  In addition, the LEA will continue to broaden educational accessibility for all students by continuing to provide professional learning for staff in areas such as: behavior support, universal design for learning, literacy, inclusive teaching practices, trauma informed teaching, and social emotional learning."	Met		6/27/2022	2022
56726520000000	Ventura Unified	7	"VUSD uses overall course request counts and 5th-6th, 7th-8th district course placement criteria for secondary students, in addition to examining UC/CSU A-G rates and enrollment in beyond required-for-graduation coursework (e.g., 3rd year of science, 4th year of math), AP/Honors/Dual Enrollment and D/F rates, all disaggregated by student group, to analyze the extent to which secondary students have access to a board course of study."	"VUSD does offer a broad course of study at its comprehensive secondary sites. In addition, it offers three K8 schools, spaced at the far north/west, center and east of the district, and offers Independent Study K-8 and Middle College programs. At the comprehensive middle schools (MS) and high schools (HS), there are some differences as a result of contract-required site-based decision-making. For example, only 2 of the 3 HS sites have 7 period instructional days, which reduces access to electives for students in the 6 period instructional day high school. At the MS level, some sites are Title I sites, and they use their site resources to offer a 7 period day so that students can access an elective if they are in intervention or SPED - not all sites can offer this."	"Elevated D/F rates due to COVID contribute to credit recovery course needs during the summer and during the year, which constrict students' options in course selections. Declining enrollment puts pressure on master schedules to eliminate low enrolled singleton course offerings which can reduce access to a broad course of study. Contract-required site-based decision-making processes have, by site vote, prevented one of VUSD's three comprehensive high schools from shifting to a 7 period day, which prevents equal access to a broad course of study (i.e., 6 periods vs. 7 periods accessible to students)."	"Dual Enrollment options are increasing in VUSD - CCAP options are being explored to increase stduents' access to a broad course of study in high schools. An MOU between VUSD and VUEA (Ventura Unified Education Association) is being constructed such that increased independent study options and options for students to multi-site enroll to access other schools' courses. Restricted/grant monies are being used to retain A-G/College & Career course options for students, and again, EOS is partnering with VUSD to improve representation of traditionally underrepresented student groups in honors, AP and dual enrollment courses."	Met		6/28/2022	2022
39103973930476	Venture Academy	7	"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."	"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."	"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."	"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 Aleks 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."	Met		6/21/2022	2022
30664230131417	Vibrant Minds Charter	7	"At Vibrant Minds Charter School (VMCS), we define our school's broad course of study as our scholars' 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). On a weekly basis, resident experts teach our Grade K-6 scholars visual arts, music appreciation, and instrumental music. For STEAM, scholars experience Project-Based Learning with the support of a TOSA, where they experience integrated curriculum and practice the 5 Cs (Critical Thinking, Creativity, Communication, Collaboration, and Character/Compassion). The access to and implementation of our broad course of study are measured by an analysis of each grade level's year-long curriculum maps based on the content standards for each of these areas of study, as well as each grade level's progress on the curriculum maps throughout the school year. Additionally, when the classroom teachers are formally observed and undergo a preliminary and final evaluation process, their daily lesson plans are also submitted as evidence of the broad course of study they are offering to their scholars. Our after-school programming also offers an opportunity for additional learning experiences, and the majority of the parents of enrolled scholars opt in for our Little Labs and Big Labs programs."	"Vibrant Minds Charter School (VMCS) is an independent charter school and is not part of a network or consortium of charter schools. Therefore there is no comparative data across school sites since we function as our own single-school district.  Based on our locally selected measures and tools, all scholars in Grades TK-6th have access to a broad course of study. This is not unusual in a small elementary school setting in which there is one class per grade level taught by a single classroom teacher. While scholars experience flexible small group instruction based upon academic needs, their enrollment in the classroom setting ensures they are taught grade-level standards. This is a different configuration than a junior high or high school setting where not all scholars pursue the same course of study.  At VMCS, two subgroups that are under close scrutiny are our English Learners and Special Education Scholars. To ensure that our English Learners have access to the core curriculum, they receive 30 minutes of designated ELD (English Language Develop), as well as access to all subject areas with SDAIE (Specially Designed Academic Instruction in English). For our Special Education 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."	"At the school level, there are no barriers to structuring Vibrant Minds Charter School's (VMCS's) instructional program so there is access to a broad course of study for all of our scholars. The only barrier we experienced in the 2021-2022 school year and may experience in the 2022-2023 school year involves attendance issues that limit our scholars' access to a broad course of study. Last year, many scholars missed school due to Covid-19, either because they had the disease or they had been a close contact. While the school implemented the modified quarantine whenever possible, the number of days scholars missed school when the close contact was a family member was extensive. We provided Independent Study to these scholars, but this form of learning did not adequately replicate what was learned at the school site.  As COVID-19 cases have waned, we are now concerned that parents have become accustomed to flexible attendance, Independent Study Contracts, distance learning, etc. There are many indications that VMCS will need to actively retrain both scholars and parents to support regular attendance and punctuality at school. Otherwise, access to a broad course of study will be limited for scholars with numerous and avoidable absences, tardies, and early outs."	"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 Vibrant Minds Charter School (VMCS) scholars. This is an area of strength for VMCS.  In the 2022-2023 school year, we will communicate with scholars and parents the importance of consistent attendance, including arriving at school on time at 8:30 a.m. and remaining at school through the end of the day at 3:00 p.m. We will provide monthly school attendance reports to the school community, with the message that inconsistent attendance harms the academic progress of the absent scholar, as well as his/her peers when the scholar returns and requires additional teacher support. The parents of scholars with frequent absences, tardies, and early outs will receive letters on a monthly basis. We will fully implement our SART (School Attendance Review Team) and SARB (School Attendance Review Board). We will seek outside community support to improve attendance. We will also continue to resolve Independent Study issues and strive for a higher level of rigor and support. For families who take advantage of the Independent Study option and have a history of not completing the assigned work, we will not offer this option."	Met		6/8/2022	2022
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.  Professional development opportunities for visual and performing arts were offered prior to the school year to help build teacher capacity to implement these standards."	"The results of our tool (i.e., report card) indicate the need for more specific language reflecting a broad course of study 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, which facilitated revisions, decisions, and/or new actions based on state standards and frameworks. Feedback was taken and results have been used to develop a new report card , thus increasing the effectiveness of our monitoring tool."	Met		6/21/2022	2022
36679340000000	Victor Valley Union High	7	"VVUHSD regularly evaluates our access to a broad course of study using multiple measures.  During the 2021-2022 school year, all students were provided access to a broad course of study 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 goals.  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 special student populations, as defined by Perkins V. This data in turn impacted the district’s Local Control and Accountability Plan for 2021-2022. The focus is to continue to utilize District Leadership Teams and the course adoption process to add board approved courses that meet the students’ specific needs for college and career preparation. Working with stakeholders and community partners, the district course of study provides the support necessary to ensure students have a plan beyond graduation."	"Our district population is composed of students in grades 7 through 12, and the course of study at each school includes a focus on student preparation for and access to courses that are aligned with “A-G” college approved courses through the University of California Office of the President. School sites offer a variety of pathways including  Advanced Placement and Career Technical Education (CTE). With the full implementation of the State Standards, the course of study has been more personalized and responsive to students’ various needs. The schools have increased their AP offerings, and enrollment in AP courses has grown from 1,087 in 2016 to 1,210 in 2022. We have expanded the number of elective courses, redesigned them to meet the A-G requirements. Our CTE courses 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 traditional AP, now have access to dual enrollment courses through the local community college.  The community college has articulated multiple CTE courses for college credit and the program is expanding. Our Victor Valley Virtual Academy provides a learning environment to meet the needs of students who benefit from a non-traditional setting. This course of study allows all students to access a rigorous and viable curriculum."	"The course of study provides every student with a college and career pathway; however,  there are target groups that require specialized programs to ensure their academic success.  Students with identified learning disabilities are currently provided a course study based on their need identified through the decision-making process of the Individualized Educational Plan team. Our students with special needs take 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. English Learner level I and  level II students are enrolled in a two-hour block of designated English Language Development using a curriculum that differs from the core ELA course, called iLit. Students earn English credit in these courses; however the two hour block prevents them from the option of taking electives which are required for A-G eligibility.  Our foster, homeless youth, migrant and court-ordered populations often struggle when moving from site to site, as well as district to district prevents them from having continuity in their coursework."	"The district has identified special education and English Learners as two target groups in need of additional support. The special education teachers, in conjunction with general education teachers, are working in collaborative groups, with the support of the district curriculum coordinators, to continue 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. To ensure access to a broad course of study, the district has added bilingual assistants proportional to the need at each school based on the number of English Learners. The bilingual instructional assistants continue to be trained to provide direct support to our English Learners. 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 also provides an intervention course during the summer for identified incoming grade nine students called Academic Connections in math and English. These courses provide students an opportunity to gain foundational skills and self-confidence prior to engaging in the high school course of study."	Met		6/29/2022	2022
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 Physical Education.  Special Education: Students have access to core subjects and other services as determined by their IEP, including Resource Specialist Program (RSP) and Speech and Language services. Special Day Classes are provided at Forest Hill, Castlemont, Lynhaven, Monroe, and Rolling Hills.  Middle School Electives: At Monroe and Rolling Hills, a range of electives are offered including a wheel and year long classes. At both sites elective enrollment for Hispanic/Latino, FRL, and EL students better correlates to overall enrollment, with disparate enrollment (difference between student group as part of total enrollment versus course enrollment is >10%) evident for a small number of classes. At Sherman Oaks students take art/cartooning, and piano and ceramics half year courses. CSI student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival.  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 in Campbell. Advanced math courses at Monroe and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses."	"Electives and Enrichment: Access to elective courses and enrichment may be limited may for EL students as ELD must be provided as part of the scheduled day. Across grades 6-8, school administrators continue to explore opportunities to expand elective offerings and have enrollment in these courses be representative of overall school enrollment while simultaneously supporting Tier 1 instruction, ELD for all EL students, and staffing challenges exacerbated by Covid."	"Middle School Electives: At Monroe, ELs in 6th grade access elective courses through a flexible PE/ELD schedule. Launched in 2021.2022, the Rolling Hills co-teaching model for ELD has allowed two-thirds of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the 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."	Met		6/23/2022	2022
19647330129866	Village Charter Academy	7	"The school adopted curriculum includes the state mandated broad course of study for grades 1 to 5, inclusive, and includes instruction, beginning in grade 1 and continuing through grade 6, in the following areas of study: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. The school has selected the following tools to ensure that students receive the appropriate broad course of study. Attendance Reports and Class Rosters document the enrollment of each student, including unduplicated student groups and individuals with exceptional needs, in a self-contained general education classroom assignment that provides a broad coarse of study. School adopted materials and curriculum, along with provided professional development ensure the quality of study provided to students. Teacher created pacing plans and lesson plans demonstrate the implementation of all subjects required in a broad coarse of study.  Report cards document the subjects in which each student receives instruction."	"Using the selected measures and as a one site LEA, 100% of our students have access to and are enrolled in a broad course of study."	The results of the tools used show that no barriers exist that prevent all students from having access to a broad course of study.	No revisions or new actions need to take place as all students have the appropriate access to a broad course of study.	Met		6/18/2022	2022
49708966052070	Village Elementary Charter	7	"Village Elementary Charter School 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."	"For the 2022-23 year, 100% of Village Elementary School students had full access to a broad course of studies."	None	New History Social Science adoption beginning in the 22-23 school year.	Met		6/21/2022	2022
15638340000000	Vineland Elementary	7	"The district utilizes 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 is committed to a consistent and coherent general education program throughout our school sites and to expanded services including Summer School, Tutoring, and enrichment courses which are focused on serving low income, English Learners, and foster youth. Princiapls and other Administrators walk through classrooms regularly and give each teacher timely program feedback.Class lists are developed to identify student proficiency levels and utilized to formulate plans for targeted instruction. A 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. The District School Pyschologist and Special Education Teacher  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 all students and student groups have access to a broad course of study. Middle school electives continue to be expanded to allow students an increasing variety of choice. Schedules are created by elementary PE, and music  teachers to ensure students 5-8 have full access to enrichment. Master schedules, include enrichment and specific blocks of time to address core subject areas with Integrated ELD and time for Designated English Language Development.  Summer School and Expanded Learning Opportunity activities are available to all students.  Student and educational partner input over time has revealed areas where conflicts of time, program enrollment capacity, and scheduling affect student access. District staff are mindful of these barriers and work proactively plan to prevent them in the future. The district implementation of a survey for foster families indicates a need for increased communication about availability of programs to ensure participation. The district is working diligently to ensure Students with Special Needs have equitable access and ensure special needs are met. Transportation is always provided."	The teacher shortage is a challenge faced by our rural district due to requiring specialized certification particularly special education.	The District will respond to the hiring challenges by offering smaller class sized and incentives to entice perspective applicants. The District will also attend the KCSOS job fair's and other means to obtain Credentialed Special Education Teachers. The District is committed to providing access to a broad course of study for all students. Master Schedules will ensure access. The District will continue to monitor.	Not Met		9/12/2022	2022
36750510138107	Virtual Preparatory Academy at Lucerne	7	"All Virtual Preparatory Academy at Lucerne (VPAL) students have access to a high-quality curriculum and instruction that promotes teacher/student engagement for grades TK-11. To make sure students have access to the curriculum, all students have the option to request a computer, and if qualified, a hot spot for connectivity. Fully credentialed teachers serve all students, and information, records, and communication sent to parents are translated as needed for English Learners. VPAL utilizes iReady data and benchmark testing to ensure that each student at our school has an individualized learning plan. Our Student Success Coaches, High School Guidance Counselor and teachers work together to provide additional support to those students scoring below grade level."	"Every student at Virtual Preparatory Academy at Lucerne (VPAL) can enroll in a broad range of course studies. Our grade TK-8 students have a vast variety of courses available to them online with built-in supplemental materials to support learning needs. For our high school students in grades 9-11, VPAL offers a broad spectrum of courses, including 67 a-g courses and 46 different elective options. Our High School Guidance Counselor utilizes Naviance to track students' post-graduation plans and create individualized pathways for success for each student."	"There can be barriers preventing Virtual Preparatory Academy at Lucerne (VPAL) from providing all students access to a broad course of study. As an Independent Study charter school serving students in six distinct counties, our students experience differing access levels to reliable technology and the internet. To remove barriers and provide equity in connectivity, upon enrollment, VPAL allows each student to request a Chromebook and hotspot. Student Success Coaches also make daily, weekly, and monthly phone calls to our foster youth, unhoused students, and unduplicated student groups to be sure all obstacles to success are eliminated. VPAL stays up to date on resources that are available for our foster youth, unhoused students, and unduplicated student groups to ensure that they are connected to as many resources as are possible."	"Virtual Preparatory Academy at Lucerne (VPAL) continually evaluates our curriculum options to ensure all students can access a broad range of academic courses. Teachers align instructional support with the data provided by the iReady diagnostic and benchmark assessments and bring in supplemental material from applications in the Clever Suite. Student Success Coaches and the High School Guidance Counselor participate in an intervention program to guide students through their individualized learning plans. In collaboration with the parent/guardian, teacher, and student, these meetings ensure that all students are on track and understand all the options available to them through the curriculum."	Met		6/29/2022	2022
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 is not offered at VCIS, that student has the opportunity to attend the class at one of the comprehensive high schools in the city or take the class at the local community college. VCIS works with the student and the other schools to ensure students are enrolling in the courses they need."	"All students enrolled at VCIS must meet the minimum requirements set forth by Visalia Unified School District to earn a high school diploma. There is no difference between student groups within the school on these requirements and expectations. Since the expectation is the same for all students, they all participate in and complete their coursework using the approved a-g courses provided."	"Due to the nature of the program, students tend to enroll at VCIS during their junior and senior years and many are credit deficient. Although they are enrolled in their required coursework, many students do not choose college prep elective courses to meet their full a-g requirements. Many students tend to be deficient in math credits, which means they are repeating failed courses and unable to attend a third year of math before graduation."	"VCIS continues to offer more options for students including CTE pathways, free PSAT and SAT for all students, increase in course offerings and support on campus. To support other high schools in the district, VCIS deploys a teacher to all comprehensive high schools to work with students who are credit deficient in the hopes of reducing the number of junior and senior enrollees with high credit deficiencies. VCIS continues to monitor and review practices and policies to not only ensure all students have access to a broad course of study but they are taking advantage of all programs and resources that are available to them at the school."	Met		6/28/2022	2022
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."	Met		6/28/2022	2022
54722560000000	Visalia Unified	7	Master Schedules AP courses Dual Enrollment courses CTE/Linked Learning Pathways	"To insure all 4-6 grade students the district funds music and pe teams.    Based on the master schedule all students in grades seven all students have access to one elective unless the student is able to attend a prefirst.  However, students who are struggling academically, an English Learners, or Students with a disability may not have access to the elective.  Some of the students are enrolled in an “academic assist” course. In eighth grade students are able to enroll into two electives; however, students who identified as needing an additional period of English are only able to enroll into one elective.  The following elective courses are available in middle school: VAPA, technology, and 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 well-rounded VAPA, foreign language and other electives. Each high school offers different courses in the area of CTE/Linked Learning. Some high schools are able to offer more AP courses due to teacher credentialing. All comprehensive high school offer English dual enrollment courses. The district revised their dual enrollment courses to include only English 1 & 2. Barriers or challenges are students with individual education plans and students who are identified as English learners."	"Barriers or challenges are students with individual education plans, students who failed a course,  and students who are identified as English learners. The IEP team determined these students need 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."	The district continues to review their master schedules and is continues to work with the all educational partners to develop a schedule that will allow students to have access additional courses throughout the school year.	Met		6/28/2022	2022
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 interests."	"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 (2021-2022 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. Visions In Education is one school and comprised of three very different academies. Personalized learning is at the core of the work the school does and we continue to reflect, and refine the ways that all students can access a broad course of study."	"There are identified 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 requirements 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. Furthermore, curricula options are being explored to provide broad options to students to meet their unique learning needs."	"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. Furthermore, students in our independent study academy have received enhanced support and resources during the 22/23 school year to support broader access to academic and enrichment 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. Visions has invested in entirely new department, Professional Learning and Innovation, that consists of over 10 staff to focus on all students in the system and their ability to access a broad course of study and have access to high quality educational experiences.  This is the first year of this department and the intentional is that it will yield strong results in this area."	Met		6/23/2022	2022
42693440000000	Vista del Mar Union	7	"The 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."	Not Met		9/8/2022	2022
36677360136937	Vista Norte Public Charter	7	"Using the school Student Information System (SIS) to collect course completion data, we tracked the  participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs  students and students by grade level for 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/3/2022	2022
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 (CCI): 42% of the Class of 2021 successfully completed two semesters of a college credit course which would be considered ""prepared"" on the CCI. This was which was a 9% increase from the previous year. Of that 42%, 28% were Hispanic students, 46% were white, 40% were low income, and 13.3% 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 2021-2022 school year. Vista Oaks was able to effectively implement the actions outlined in the 2021-2024 LCAP. However, it is anticipated that only approximately 9% of the Class of 2022 will graduate meeting all a-g requirements.  • Increased Success in College Courses: Vista Oaks anticipates that about 85 students will successfully complete college coursework during the 2021-2022 school year. The school was effective in its efforts to increase the number of students taking college courses and that is reflective on the CCI additional reports. • Well-Rounded Learners: 32% of high school students completed one or more CTE courses during the 2021-2022 school year. 20 different CTE courses were taken during this past school year. This is a slight decrease from the previous year but more students are taking career targeted college courses instead."	"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 920 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, and Edgenuity. 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 offered two articulated Child Development courses with the local community college and this also serves as a CTE pathway. In addition, the school offered a college English course for 11th and 12th grade during the 2021-2022 school year and plans to offer two to three college courses with Delta in the 2022-2023 school year. Vista Oaks will encourage students to enroll in these college courses as appropriate with also targeting identified student groups."	Met		6/6/2022	2022
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 2021-2022 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 Drivers’ 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 drivers’ 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.  There were unduplicated students, exceptional needs students, and different grade levels completing required coursework, during the first semester of 2021-2022.  Over the course of time, we see that all students take what is essential for them to complete their individualized learning plan. This helps ensure that they are graduating on time."	"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 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."	Met		6/6/2022	2022
37771560137323	Vista Springs Charter	7	"Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when TK-8 students enroll, they are placed in required courses. Academy and Homeschool TK-8 students have access to several elective/thematic and all core courses. The homeschool boxed set includes ELA, history, and science. Math courses are chosen by homeschool parents based on preferences, learning, and teaching styles. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment. 8th-grade students have access to high school-level math and language courses. For grades 9-12, school counselors advise students to take courses required for graduation in each of the required areas to ensure that all students are enrolled in required courses of study and complete their graduation requirements with their cohort. We assess all 9th-grade students for interventions and they are all enrolled in Algebra 1 if not previously completed, with iReady Math support when needed. 9th-grade students that completed Algebra 1 in middle school, will be enrolled in the next level math course (Geometry). In addition, the Director of High School Programs reviews program schedules to ensure students are enrolled in a broad course of study. Academy and Homeschool 9th-12th grade students have access to several elective/thematic courses and CTE pathways on-site and online. School counselors create 4-year plans based on student goals."	"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. All 9th-grade students are assessed in math to determine interventions and support. IReady Math Bridge is used to fill gaps on their way to Algebra 1 completion. Also, the new POP program allows for mastery of the A-G LOTE and VPA requirements to fit into the college and career options that all students need to complete as part of the Post-Secondary graduation requirements. All CTE courses and dual enrollment courses are offered to all schools with 9th-12th grade levels.  Spanish and French courses are offered online through the rigorous VHL program. American Sign Language and music has been added to the virtual course offerings for all programs in high school. We increased the ratio of 1:1 technology and all high school students across the LEA have a Chromebook, which provides increased access to our online learning system and online courses and programs."	"As an independent study school, students are spread out over a large area in multiple educational programs. The school continues to implement initiatives to overcome communication and geographical barriers so that all students have access to staff, materials, and a broad course of study. The staff has been trained on virtual meeting platforms, effective hybrid instruction, and how to engage families and students with the LMS. The Instructional Support Department and CTE department are ensuring all students have access to all courses regardless of location for all high school students through the use of Canvas, workshops, and seminars. This includes offering Physics, Pre-Calc, and Probability and Statistics to all high school students in an online course with synchronous sessions."	"In High School, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Math Bridge, Reading Essentials, and Writing Essentials. Programs used are Write Score, Reading Plus, and i-Ready. In Tk-8, the LEA has added to the i-Ready Diagnostic and Online Instruction to include the Toolbox which contains both student and teacher-facing resources for small group instruction, one on one support, intervention, and acceleration. The school adopted VHL for Spanish and French as options in the LOTE category. This option has been met with success by some students who find the format and reporting features are much easier to both navigate and understand. This online program provides adequate support and resources for families who are on independent study. The LEA expanded student access to live teaching. Students have access to live seminars with single-subject specialists weekly via a virtual classroom. The LEA has taken the first steps to be able to simulcast high school classes from one location to classrooms across the network. Homeschool parents are given professional development to engage students through personalized learning; parents pair student interests with academic standards to create an engaging and rigorous program for each student."	Met		6/9/2022	2022
37684520000000	Vista Unified	7	Vista Unified has identified the following measures that are used to track student access to a broad course of study: The percentage of students enrolled in our Dual Language Immersion (DLI) program by subgroup; The percentage of EL students who have reclassified; The percentage of students who earn the State Seal of Biliteracy by student subgroup; The percentage of students who graduate on time by student subgroup; The percentage of students taking an Advanced Placement (AP) or International Baccalaureate (IB) course by student subgroup;  The percentage of students who complete at least one Career Technical Education (CTE) pathway by student subgroup; The percentage of students who meet the University of California (UC) or California State university (CSU) a-g criteria by student subgroup; The percentage of students who complete at least one dual enrollment course by student subgroup; The percentage of students who are chronically absent; and The percentage of special education students participating in regular classes by student subgroup.	"Vista Unified’s high school graduation requirements include four years of English, three years of math, three years of history-social science and two years of science, in addition to elective, world language/art, and physical education requirements.  Course completion data for the graduating class of 2022 showed that 87% of all students, 90% of low-income students, 86% percent of SPED students, and 79% of English learners completed four years of English.  Student data for completing the required three years of math showed that 99% of all students, 97% of low-income students, 95% of SPED students, and 90% of English learners completed three years of math.  A similar trend was also seen for students meeting the three year history-social science requirement and the two year science requirement with results for the all student group and low-income student group on par with each other, followed by SPED students and then English Learners.  The percentage of students choosing to take an additional year of math showed that 70% of all students, 69% of low-come students, 57% of SPED students, and 54% of English learners chose to complete a fourth year of math.  Data showed that the all student group and the English learner group were again on par when choosing to take a third and fourth year of science; however, the data for SPED students had dropped below that of English learners when choosing to take a third and fourth year of science."	"For English learners who have not reclassified by the eighth grade, the six period schedule can sometimes present a barrier to student’s enrolling in a broad course of study due to the additional ELD course requirement.  Poor student attendance has also presented a barrier this school year, likely caused by the ongoing impact of the pandemic.  Poor attendance can often result in a student failing a course, which then requires the student to repeat the course the following year impacting their ability to access a broad course of study."	"Data continues to reveal the social-emotional impacts and trauma that some of our students have experienced as a consequence of the COVID-19 pandemic.  For the 2022-23 school year, we will implement a continuum of services that address students’ behavioral, attendance, and engagement needs by providing increased access to social-emotional and academic certificated staff and assistant principals, professional development for staff in the area of social-emotional supports, and site nurses.  In addition, the district plans to explore potential seven period day schedules for two of our comprehensive high schools to increase access and enrollment in a broad course of study.  We also plan to implement procedural changes to improve our student attendance rate."	Met		6/23/2022	2022
39686760139907	Voices College Bound Language Academy at Stockton	7	Voices Stockton uses different measures and tools to track progress on the broad course of study including: 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."	Met		6/21/2022	2022
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"	Met		6/21/2022	2022
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."	Met		6/21/2022	2022
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"	Met		6/21/2022	2022
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."	Met		6/21/2022	2022
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 the variation in elective courses 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 elective courses will be added to the course catalog."	Not Met		9/22/2022	2022
10767781030774	W.E.B. DuBois Public Charter	7	"The school uses several tools to keep track of student courses of student.  The school uses aeries to track student credit and classes.  Edgenunity, an online educational platform is also used as a tool to enhance access to classes not offered in person."	"All students have equal access to all classes. All classes are offered to all students, including educational pathway classes."	"While not all classes are A-G compliant, some of these barriers include lack of lab space, and foreign language offered only through Edgenuity."	We are in the process of building a new high school building with additional space for new classes to be offered and lab space for A-G compliant science courses.	Not Met			2022
11101160124909	Walden Academy	7	"The locally selected tools used at Walden Academy to ensure all students have access to a broad course of study are:  class schedules, teacher planning books, report cards, and Individual Education Plans."	"The locally selected measures demonstrate that students at Walden Academy have access to a broad course of study.  Beginning in trimester 2, the Elective Wheel begins bringing more options for students in grades 3-8."	"The barriers of providing a more robust program for students in music and art is the inability to find credentialed instructors.  However, we have hired a staff member with extensive experience in CTE and as a result, we are increasing what is available for our middle school students in this area."	"To support staff in this area, we encourage professional development to increase teacher and support staff capacity in order to provide a broad course of study for our students."	Not Met		9/26/2022	2022
19647330100750	Wallis Annenberg High	7	"Currently, WAHS serves approximately 497 students in grades 9-12 that include the following demographics: 97% Hispanic, 2% African American, 13% Students with Disabilities (SWD), 21% English Learners (EL), 1% Foster Youth, and 97% Socioeconomically Disadvantaged.    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, 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 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 UC A-G approved 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."	Met		6/23/2022	2022
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.	Met		6/6/2022	2022
19734600000000	Walnut Valley Unified	7	"The Walnut Valley Unified School District(WVUSD) tracks progress in meeting Priority Seven 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. Met on the Local Indicator (Priority 7) 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). The locally selected tool that WVUSD uses to track students' access and enrollment is the Student Information System, AERIES.  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 the span, underserved student groups, and individuals with exceptional needs.    In WVUSD 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 broad course of study. Elementary students can access some courses such as Visual and Performing Arts (K-5), Physical Education, and World Language.  All secondary students have access to a broad course of study within their school offerings. Examples of high school offerings include World language, Advanced Placement courses, International Baccalaureate, Honors, Visual and Performing A"	"Walnut Valley Unified (WVUSD) uses a district-wide approach to ensuring all students have access to and are enrolled in, a broad course of study to ensure there is consistency in practice for every student. 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.  Structured collaboration, department meetings, and annual meetings held for every high school student with the parent/ guardian and grade level counselor allow for a collaborative approach to exploring all pathways available to students."	"Walnut Valley Unified (WVUSD) continuously reflects and refines processes based on student data and input from educational partners to ensure access to a broad course of study is made available to all students.  Annual meetings between high school students, parents/guardians, and grade level counselors invite dialogue to explore each student's goals and barriers to include academic barriers as well as emotional barriers that contribute to students' self-efficacy.   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."	"Walnut Valley Unified (WVUSD) continuously works to remove academic barriers for all students.  Pre requisitions have been removed from most high school courses and all students have the opportunity to take Honors and Advanced Placement courses.  An increasing number of Career Technical Education pathways meet A-G requirements allowing students to follow pathways in Engineering and Architectural Design, Health and Science and Medical Technology/Patient Care, Public Services/Public Safety, and Education/Child Development while simultaneously working to meet graduation requirements."	Met		6/15/2022	2022
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. Our tools are iReady, our small size, an advisory class to assist students, and a high staff to student ratio to monitor access.  Grade determined rubrics in all subject areas.   We use i-Ready for Math and ELA assessments for all students from Kinder to 12th grade. i-Ready is an online program for reading and/or mathematics that will help your child’s teacher(s) determine your child’s needs, personalize their learning, and monitor progress throughout the school year. i-Ready allows your teacher(s) to meet your child exactly where they are and provides data to increase your child’s learning gains. i-Ready consists of two parts: Diagnostic and Instruction."	"The i-Ready Diagnostic is an adaptive assessment that adjusts its questions to suit your child’s needs. Each item a student sees is individualized based on their answer to the previous question. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions. The purpose of this is not to give your child a score or grade, but instead to determine how best to support your child’s learning.   i-Ready Instruction: i-Ready Instruction provides students with lessons based on their individual skill level and needs, so your child can learn at a pace that is just right for them. These lessons are fun and interactive to keep your child engaged as they learn.  The i-Ready Instruction is a tier 2 RTI that is used to select students who are performing below grade level.   We also evaluate SRI, Scholastic Reading Inventory (SRI) Interactive is a computer-adaptive assessment designed to measure how well students read literature and expository texts of varying difficulties. This psychometrically valid assessment instrument can be used as a diagnostic tool to place students at the best level in the program so they can read with success. Reading Intervention Program (RIP) is another tier 2 RTI where the students get a direct reading invention with a reading specialist.  The program uses data from i-Ready to target specific skills to focus on.  Dual Enrollment at Palomar College Classes & CTE Pathways h"	Transportation to college classes and internships is our greatest obstacle.	"We are always trying to increase opportunities for students to ""get off the mountain"" and have more experiences.  With the pandemic restrictions lifted we can continue with field trips, internships, and in-person Palomar classes."	Not Met		9/13/2022	2022
15638420000000	Wasco Union Elementary	7	"WUESD 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, 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 2021-2022 school year. The district has spent significant time and resources ensuring students have the tools 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.  Returning to in-person instruction was a barrier to access to a broad course of study for all students. Often students needed to quarantine and enroll in our short-term independent studies program per AB 130 compliance. Many students could not receive an equitable learning opportunity during synchronous or asynchronous instruction."	"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 2022-2023 school year. In addition, teachers agreed to host a full-day summer school in the summer of 2022—new actions consistent with continuous quality professional development for teachers and staff. Teachers received SELPA effective behavior training, math inclusive instruction training, and much more to better prepare for the 2022-2023 school year.  Universal Common Formative Assessments were also revised to help identify learning loss and build upon selected essential standards. The district is committed to establishing common assessments around essential standards in a time span of two weeks to effectively diagnose and implement timely, effective Tier 2 academic interventions."	Met		6/28/2022	2022
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."	Met		6/9/2022	2022
10625130000000	Washington Colony Elementary	7	"One of the selected measures that Washington Colony utilizes to identify the access to a broad course study is the school’s Master Schedule for grades K-8.  All Washington Colony enrolled students have access to the available course of study including unduplicated student groups, and individuals with exceptional needs.  According to the School Accountability and Report Card (SARC) 2020-21 and Published on 2021-22 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; K-5:  Social Studies Alive! California Series (Teachers’ Curriculum Institute, TCI) 6-8: History Alive! California Series (Teachers’ Curriculum Institute, TCI) (New H-SS Adoption Spring 2022) Physical Education; Full Time PE Teacher for K-8 Visual and Performing Arts; Full Time Music Teacher; K-8"	"The School Master Schedule and SARC report indicate that all 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."	"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 2022-23 LCAP Goal 1 Action 1.4. 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."	Met		6/28/2022	2022
57726940135939	Washington Middle College High	7	"WMCHS ensures that students are enrolled in a broad course of study by using the master schedule process as well as individual pathway creation and monitoring through the school Counselor and the AVID teachers. This is particularly useful to ensure that all students have access to any elective offering, including CTE courses, Advance Placement, Visual and Performing Arts and AVID and are on a path to an AA degree as much as possible. These courses are open to all student groups regardless of ability or any other barrier (perceived or otherwise) to support student’s post-secondary goals.  WMCHS meets its requirements to improve services for high needs students by utilizing restricted funds in addition to LCFF supplemental and concentration grants. Additional actions the LEA is taking to meet the requirements to improve services for high needs students includes: staffing, technology, and supplemental supports."	"All students in Washington Middle College High School have access to or are enrolled in a broad course of study. Moreover, WMCHS provides equitable access to educational opportunities for all students by supporting high quality teaching and learning, multiple pathways for success, and professional learning that is aligned to ensure college and career readiness."	"WMCHS recognizes a gap in academic achievement based on race, income, language, and ability. This includes the need for additional support in the areas of professional learning as well as personnel.  However, there are no barriers to students having access to or being enrolled in a broad course of study."	"Washington Middle College High School is consistently evaluating our systems to ensure that students receive additional support in core academics as well as EL support without losing opportunities to have access to a broad course of study.  This coming 2022-23 year WMCHS will continue to reexamine the specific actions related to meeting the needs of high needs students including weekly professional learning community meetings.  In addition Washington Unified (including WMCHS) is undergoing equity audits at all sites to look at the best practices to increase student success.  WMCHS has a Multiple Tiered Systems of Support team that conducts ongoing meetings, with the purpose of working with their whole staff to assess and identify missed learning opportunities using student data from formative as well as summative assessments, and staff observations.  The data analyzed will guide instructional next steps, recognize gaps in learning, and identify individual student needs. Individualized plans will then be developed to accelerate student progress. WMCHS has also allocated funding in the 2022-23 LCAP to support the addition of a full time Family Liaison and a full time Outreach Specialist."	Met		6/23/2022	2022
57726940000000	Washington Unified	7	"Our TK-5 grades ensure that all students are enrolled in core areas of standards-aligned Math, ELA, Social Science and Science, but also that all students have the opportunity to be enrolled in Visual and Performing Arts, Physical Education and Designated ELD. Our teachers have also been trained in Integrated ELD as well to support our EL students. Moreover, we have expanded our elementary VAPA and PE program to support all student groups as well as our students with exceptional needs. Our 6-8 and 9-12 student groups ensure that students are enrolled in a broad course of study by using the master schedule process. This is particularly useful to ensure that all students have access to any elective offering, including CTE courses, Advance Placement, Visual and Performing Arts and AVID. These courses are open to all student groups regardless of ability or any other barrier (perceived or otherwise) to support student’s post-secondary goals.  WUSD meets its requirements to improve services for high needs students by utilizing restricted funds in addition to LCFF supplemental and concentration grants. Additional actions the LEA is taking to meet the requirements to improve services for high needs students, includes staffing, technology, and supplemental supports."	"All students in Washington Unified School District have access to or are enrolled in a broad course of study. Moreover, Washington Unified School District provides equitable access to educational opportunities for all students by supporting high quality teaching and learning, multiple pathways for success, and professional learning that is aligned to ensure college and career readiness."	"WUSD recognizes a gap in academic achievement based on race, income, language, and ability. This includes the need for additional support in the areas of professional learning as well as personnel.  However, there are no barriers to students having access to or being enrolled in a broad course of study."	"Washington Unified School District is consistently evaluating our systems (especially in grades 6-8) to ensure that students receive additional support in core academics as well as EL support without losing opportunities to have access to a broad course of study.  This coming 2022-23 year WUSD will continue to reexamine the specific actions related to meeting the needs of high needs students including weekly professional learning community meetings.  In addition Washington Unified is undergoing equity audits at all sites to look at the best practices to increase student success.  Each school site has a Multiple Tiered Systems of Support team that conducts ongoing meetings, with the purpose of working with their whole staff to assess and identify missed learning opportunities using student data from formative as well as summative assessments, and staff observations.  The data analyzed will guide instructional next steps, recognize gaps in learning, and identify individual student needs. Individualized plans will then be developed to accelerate student progress."	Met		6/23/2022	2022
10767780000000	Washington Unified	7	"Washington Unified School District will utilize 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.  Washington Unified School District will also utilize the LCAP survey to measure parent and staff satisfaction with the students access to a broad course of study."	"100% of students in grades K-6, including all subgroups, have access to a broad course of study that includes all subject areas defined in Ed Code 51210 as measured by master schedules and course offerings at District sites. 100% of students in grades 7-8, including all subgroups, have access to a broad course of study as defined in Ed Code 51220, with the exception of foreign language, as measured by master schedules and course offerings at District sites. 100% of students in grades 9-12, including all subgroups, have access to a broad course of study as defined in Ed Code 51220 as measured by master schedules and course offerings at the District high school."	"While foreign language is not currently offered at the middle school level due to a lack of qualified staff, the district is exploring options for providing this course to students in the future."	"Washington Unified School District is committed to raising the achievement of all students, specifically those students in our lowest performing groups, in order to close the achievement gap and increase academic success for all students.  All students have access to a broad course of study and in the 2021-22 school year, educational partners reported being particularly proud of the fact that there are no gatekeepers for Honors or AP courses at the secondary level.  Furthermore, our community and family are very proud that all of our 9-12 grade students choose a CTE pathway for all four years of high school.  Supports for all students include academic counseling at all grade levels, supplemental curriculum supplies, online educational programs, Summer School and the After School Program."	Met		6/21/2022	2022
50755720000000	Waterford Unified	7	"Master schedules, instructional time schedules, course catalogs, sophomore counseling, WASC self-study, CA Dashboard College and Career Indicators (graduation, UC/CSU a-g, CTE completers), credit acquisition, “D” and “F” rates, and student enrollment in courses, as well as countywide averages for UC/CSU a-g completion and California Dashboard CCI rates."	"Analysis of the locally selected measures indicate opportunity exists for a comprehensive educational experience for all students. However, the data show an underperformance in UC/CSU a-g completion and CCI when compared to the county average. Moreover, placement practices for Long Term English Learners (L-TEL) limits access to electives in grades 7-8, and access to college-preparatory electives in grades 7-12. Though CTE opportunities exist they are limited to a few pathways. Data reveal that UC/CSU a-g completion is hindered by students receiving “D’s” in their ELA coursework and not re-taking for a higher grade, and that students do not complete a second year of Spanish."	Barriers to access to a broad course of study include: • Forced elective choices for L-TEL students • Lack of CTE facilities; availability of appropriately credential CTE teachers • Limitations of a six period day in secondary • Loose course articulation grades 7-12 (math readiness and Spanish) • Limited early monitoring of freshmen progress	"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."	Met		6/9/2022	2022
19647336114912	Watts Learning Center	7	"Watts Learning Center Charter School serves approximately 354 students in grades TK-5 with the following demographics: 62% Hispanic, 37% African American, 9% Students with Disabilities (SWD), 31% English Learners (EL), 1% Foster Youth (FY), 1% Homeless Youth (HY), and 99.7% Socioeconomically Disadvantaged (SED).  WLC – Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of WLC – Elementary School’s educational program.   WLC – Elementary School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs which include master schedule, report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed."	"An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At WLC – Elementary School, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Yoga (Grades 1-5); Music (Grades 4-5); Engineering (TK-5), and Dance (TK-5).  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."	Met		6/22/2022	2022
19647330120527	Watts Learning Center Charter Middle	7	"Watts Learning Center Charter Middle School serves approximately 393 students in grades 6-8 with the following demographics: 81% Hispanic, 15% African American, 1% White, 8% Students with Disabilities (SWD), 19% English Learners (EL), and 97% Socioeconomically Disadvantaged (SED).   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); Personal Finance (6-7), Coding (Gr 6), Introduction to Business (Gr 7), Digital Arts/Cartooning (Gr 7-8), Dance/sports Conditioning (Gr 6-8).  There are no differences in accessibility to courses, across student groups at WLC – Charter 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."	Met		6/22/2022	2022
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. Waugh’s attendance rate during the 2021/2022 school year was 96%. Waugh was able to keep school in session for the entire school year despite over 250 COVID exposures throughout the year. Our office staff, teachers, and families are credited for ensuring that students in need of academic support during prolonged absences from school were able to have access to consistent independent study throughout the school year."	"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 this year our reclassification rate increased to 26%. Intervention services are overseen by certificated specialists providing 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, the vast majority of students with Individualized Education Plans (IEPs) are served within District programs."	Met		6/16/2022	2022
54722640000000	Waukena Joint Union Elementary	7	"1. 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."	Met		6/20/2022	2022
24658620000000	Weaver Union	7	"As an elementary district, we provide access to a broad course of study for all grade spans and all students.  Our daily schedules and bell schedules are developed to make sure of this.  Staff collaboration, grade level planning and the efforts of our Academic Coaches help support this goal."	All students have access to and are enrolled in a broad course of study.	None identified	The District has hired an English Language Development Coach to support our staff and EL students in providing high quality ELD services.	Met		6/29/2022	2022
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 2021-2022 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."	"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 Orangewood Elementary, Spanish-English at Orangewood Elementary, and Spanish-English at Edgewood Middle which affords students foreign language study. Orangewood Elementary provides 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 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 advisors have at least two meetings with each junior and senior student to ensure a broad course of study for increased college and career preparation. Our newly implemented VAPA program will afford our elementary students with increased experiences in the arts."	Met		6/28/2022	2022
49710010000000	West Side Union Elementary	7	"1. 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.."	"2. 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."	3.There are no barriers to report.	"4. For the 2022-2023 school year we will continue to provide students a broad course of study and will not be making any revisions, decisions or new actions based on these results."	Met		6/21/2022	2022
49706070000000	West Sonoma County Union High	7	"We have previously used Naviance and Career Zone licensing programs to increase student awareness of our broad course of study. WSCUHSD prioritizes student choice and support through our services provided by our academic counselors, outreach therapists, and our college and career coordinators. Our 4 year plans are established with student input to reflect their interest and awareness of all educational opportunities within the District. Our newly implemented Wellness Center is a cornerstone resource for our MTSS processes with regard to support, intervention, and engagement with students who have exceptional needs."	"WSCUHSD consists of one comprehensive high school and one continuation high school. These two programs are vastly different in both the academic offerings as well as the individual supports provided. Through the use of Youth Truth surveys, Naviance, and Career Zone, student input and awareness for educational opportunities are increasing. All courses have open enrollment including AP classes at our comprehensive high school."	"WSCUHSD is establishing processes that support collaboration with regard to identifying the facilities needs to support the needs of the educational program. Through the consolidation of our two comprehensive high schools, we are finding that our facilities at our comprehensive high school have not met the needs of all educational programs. Through our bond projects, we will continue to strengthen the collaboration with the district facilities personnel, the educational services department, and site administration. To ensure that our district is in alignment with respect to educational opportunities, we will shift our priority to identifying the appropriate facility needed in order to support an educational program and or initiative."	Our District prioritizes the needs of our local region with respect to work force demands when making informed decisions pertaining to the development or implementation of CTE programs and student opportunities. Student and teacher interest as well as credentialing opportunities will industry experiences will support the increase of student program opportunities.	Not Met		11/16/2022	2022
33670820120675	Western Center Academy	7	"Our district provides a transcript analysis service to identify students who are on track to complete the graduation and college-readiness requirements. This service is used to analyze the breadth and availability of our courses. A committee reviews our data to create a schedule for the following year that will meet our students’ needs. The counselor meets with every high school student to develop a schedule that meets their needs. Our counselor reviews grades and transcript data throughout the year and we provide many options for those students who fall behind in credits (online courses, college courses, summer school, etc.)."	Our middle school students are all enrolled in the same honors core courses plus a rotating STEM lab. Our freshmen and sophomores take mostly the same coursework which is generally honors level as well. Juniors and seniors begin to get choice in their course selection and have a variety of rigorous courses from which to select.	"Our results show that we are doing an excellent job providing access to a broad course of study to all students. We continue to refine our courses as students, college requirements, and career expectations change. We continually add new options in mathematics, electives, and CTE."	"Our educational partners brought to our attention that upperclassmen who did not want to take a schedule full of college and AP classes did not have enough options and that students who would not be STEM majors did not have access to alternatives to advanced calculus classes. So, we created new upper division math classes such as Data Science. We added elective classes such as Sports Science and Makerspace and we also created a CTE pathway for students."	Met		5/31/2022	2022
31669510000000	Western Placer Unified	7	"WPUSD uses multiple measures to track the extent to which students have access to, and are enrolled in, a broad course of study.  Elementary  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. Additionally, Scott Leaman Elementary is a STEAM-themed school.  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 three 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. - Students with moderate-to-severe 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 courses 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, K-8 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."	"WPUSD has 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."	Met		6/21/2022	2022
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."	"Because all our students have access to a broad course of study we will continue to implement our process of monitoring and evaluating 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 studies."	Met		6/13/2022	2022
34752830108860	Westlake Charter	7	"As a K-9 school, all students at Westlake Charter School are enrolled and have access to a broad course of study including English, Math, Science, Social Sciences, Physical Education, Health, etc. In addition, all students K-8 are enrolled and have access to specialty courses in Spanish and Art. At WCS, all students, including unduplicated student groups and students with exceptional needs are served by an inclusion model, which allows all students equal access to a broad course of study. This can be seen through the locally selected measure of the master schedule at WCS that includes all students and the classes they are enrolled in and have access to. In preparation for the expansion of our high school honors embedded courses and dual enrollment opportunities will be offered to all high school students."	"At Westlake Charter School, all students have access to and are enrolled in, a broad course of study as demonstrated through the master schedule. At WCS, students In Kindergarten through 5th-grade participate in a Spanish specialty class one day per week to begin each student’s exploration of the Spanish language, and, the 6-8th-grade students participate in Spanish two times per week as they work to meet the equivalent of a Spanish 1 requirement before they promote to high school. The high school program (9th grade only in 21/22) has a rigorous set of graduation requirements that are aligned with the A-G course requirements for admission to the UC and CSU systems. Which includes courses in languages other than English, specifically Spanish.  WCS is an inclusion program and all unduplicated student groups and students with exceptional needs are enrolled in the broad course of study. In addition, WCS has developed a comprehensive Multi-tiered System of Support (MTSS) framework that ensures all students are receiving the support they need within the broad course of study."	"Through its inclusion program, WCS has fully implemented the MTSS framework, which has allowed WCS to identify and remove barriers, ensuring that all students are enrolled and have access to a broad course of study. One of the barriers identified was teacher preparation. Therefore, WCS has invested in best practice professional development for its teachers so they can effectively support all students within the broad course of study. This professional development includes but not limited to Universal Design for Learning (UDL), Project GLAD, differentiated instruction, and content-specific professional development."	"WCS staff continually analyze and adjust practices regarding the master schedule. All teachers, including special education staff, work collaboratively to build balanced classes each year within the master schedule. WCS has implemented this practice, along with annual training, to ensure each classroom is diverse. This shift happened as a result of developing an inclusion program and has become a practice that is followed with fidelity. In addition, through this process, WCS found a need to focus on students’ social-emotional development. A few years ago, WCS chose to dedicate time each day to focus on social-emotional development through the use of Responsive Classroom in Morning Meeting in K-5 and Advisory in 6-9th grades. Additionally, in grades 6-8th, students are placed in cohorts for math/science and English/history which allows them to attend two, two-hour blocks for core instruction each day to support teacher/student relationships through the middle school program. Our high school program uses FLEX blocks to ensure all students have access and support to re-engagement and enrichment during their school day to support all students in a broad course of study."	Not Met		9/8/2022	2022
30667460000000	Westminster	7	"Westminster School District uses the following measures and tools to track the state 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, program offerings."	"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."	"The major obstacle has been learning loss due to the limitations of online, hybrid, and in-person instructional models under the pandemic.   In addition, the pandemic postponed several adoptions were postponed."	"Our new offerings include instructional interventions to mitigate learning loss.  For the 22-23 school year, each Elementary school has been given two full time intervention teacher and each middle school has been allocated one full time intervention teacher.  Schools also received additional funds to provide after school tutoring, teacher professional development, additional instructional supplemental material.  Westminster School District is also working on a plan to bring AVID strategies districtwide, increase parent involvement, and promote specialty programs districtwide.  Lastly, during the 2022-2023 school year, WSD will be going through the process of adoption a new Social Studies curriculum.  The new curriculum will be implemented in the fall of 2023."	Met		6/9/2022	2022
13632300000000	Westmorland Union Elementary	7	"All students are enrolled in ELA, mathematics, history/social science, science and physical education. WUED uses Synergy class lists to identify how many adopted courses/curriculum/textbooks are provided to each classroom."	"All students are enrolled in ELA, mathematics, history/social science, science and physical education."	"WUED does not currently offer classes for World Language, or Visual and Performing Arts as part of the traditional school day."	WUED continues discussion with Certificated Staff and local stakeholders for expansion opportunities and enrichment within the school day. Many enrichment opportunities currently take place outside the school day in the ASES Program.	Met		6/28/2022	2022
10625470000000	Westside Elementary	7	"The LEA has 100% of All students with access to instruction in state standards, music instruction, and participation in sports and field trips.  100% LI of students have access to instruction in state standards, music instruction, and participation in sports and field trips.  100% of EL students have access to instruction in state standards, music instruction, and participation in sports and field trips. The LEA is a K-8 school district with one teacher per grade level."	All students have access to a broad course of study reflecting access to field trips and Arts Instruction as measured by a review of teacher lesson plans. EL students have access to a broad course of study reflecting access to field trips and Arts Instruction as measured by a review of teacher lesson plans. LI students have access to a broad course of study reflecting access to field trips and Arts Instruction as measured by a review of teacher lesson plans.	"Some barriers preventing the LEA from providing sustainable access to a broad course of study is the location of the school. Being located in a rural area of Fresno County reduces the amount of interest in teachers to pursue a career at the site, therefore having a full-time music instructor/art instructor has become an issue for the LEA."	"Due to the lack of interest in hiring a full-time music/art instructor, the LEA has contracted with FCSS to broad some broad courses of study for all students in the areas of music, art, theatre, and dance. The district will continue to provide field trips and have teacher lesson plans reflect access to a broad course of study within their lessons as well as field trips."	Met		6/21/2022	2022
19651020000000	Westside Union Elementary	7	"The District's locally selected tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include: PowerSchool; Performance Matters; Follett Destiny textbooks and inventory management software; daily schedules/rosters; annual CBEDS data collection; ELPAC reclassification rates; CAASPP results; NWEA MAP Growth and Reading Fluency assessment results; SEIS-Special Education Information system data; California Healthy Kids Survey results; OLSAT and PSAT practice test results."	"tAll students receive standards-based instruction in ELA, mathematics, science, social studies, and physical education. 11 of 12 district schools are AVID certified. 12 of 12 schools are WASC accredited. The District has three STEM or STEAM schools of choice."	Barriers include many newer staff members who are adjusting to newer curricula. There has also been a shortage of substitute teachers over the past two years. Covid restrictions limited the District's ability to provide extended professional learning opportunities. Learning gaps for students have increased after the pandemic. Consistent implementation using curricular resources continues to be a barrier across school sites.	"Actions that the District has or will implement include: -Building of a broad base of support through professional learning communities and professional development opportunities (Westside Institute, New Teacher Academy, New Teacher Support staff, and Curriculum Resource Teachers) to build the capacity of teachers and instructional assistants in implementation of standards-based instruction; -Training for teacher leaders in AVID, assessment, math, writing, arts, science, and technology; -Work with school site administrators during instructional management meetings to increase capacity to work with staff in the analysis of data, professional learning communities, and building systems to support tiered interventions and acceleration of learning to close gaps; -Counseling support at all sites to support students with academic challenges and barriers to learning; -Increase of a curriculum resource teacher in the area of English Language Development to increase strategies and intentional ELD to accelerate learning for English Learner students."	Met		6/21/2022	2022
18642040000000	Westwood Unified	7	This year we took a closer examination to ensure that all of our students were enrolled in A-G courses. The Superintendent/Principal  and the registrar ensured that our students were enrolled in all the classes that they would need to graduate successfully.	"Our students were enrolled in all A-G classes such as math, English, science, social science, physical education, various electives, foreign language and CTE classes. These courses and pathways were closely monitored as well by teachers, registrar, and Superintendent/Principal."	"Some content subject matter such foreign language, math, and history classes that our students needed tin order to graduate were offered through FuelEd, online rigorous coursework.  These classes provided opportunities for our students to A-G graduates."	Parents were contacted and included in the process. They are essential members of our team to ensure all of our  students are A-G and CTE completers.	Not Met		9/29/2022	2022
58727510000000	Wheatland	7	"We annually measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades 1-6 and Grades 7-8, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; 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 in and have access to a broad course of study	We do not have any barriers as all students have access	No Changes at this time	Not Met		9/8/2022	2022
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. A significant push has taken place over the past two years to expand early college access."	"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. In addition to the core content areas, students have access to Dual Enrollment/Articulated/Concurrent 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."	Met		6/28/2022	2022
49708966052047	Whited Elementary Charter	7	"All Whited Elementary Charter 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."	"For the 2022-23 year, 100% of Whited Elementary Charter students had full access to a broad course of studies."	None	New History Social Science adoption beginning in the 22-23 school year.	Met		6/21/2022	2022
50710430107136	Whitmore Charter High	7	"Whitmore Charter High School conducts annual reviews of master schedules at the school site, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study. Annual LCAP surveys and other feedback are analyzed in order to identify additional needs."	"In addition to enrollment in core academic courses, additional measures included in the Local Control and Accountability Plan include open access to Advanced Placement coursework in grades 9-12, access to Career Technical Education pathway courses, and access to UC/CSU A-G coursework that ensures students are college/career ready when they graduate from high school. At the 9-12 level, master schedules include elective offerings beyond the core academic subjects. Both Spanish and American Sign Language (ASL) are offered as modern language course offerings for students in grades 9-12."	A barrier identified at Whitmore Charter High School is ensuring that English Learners and Students with Disabilities are offered a broad course of study given the academic needs of these students. Whitmore will continue to work on identifying ways to provide much-needed academic support but also provide a range of elective course offerings that are accessible to all students. There will continue to be a focus on the Reclassification of English Learners in order to allow for students to enroll in a broad course of study.	Whitmore Charter 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.	Met		6/23/2022	2022
50710430107128	Whitmore Charter School of Art & Technology	7	"Whitmore Charter School of Arts and Technology conducts an annual review 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 are analyzed in order to identify additional needs."	"In addition to enrollment in core academic courses, K-8 students have access to additional visual and performing arts curriculum through the technology, visual, and performing arts programs at the site. At the K-5 level, master schedules have been developed that ensure that all students have access to academic intervention and extension that does not conflict with core academic subjects. At the 6-8 level, master schedules include elective offerings beyond the core academic subjects. A 7-period day allows for students to enroll in elective course offerings to increase engagement in school. Spanish is offered as a modern language course offering for students in grade 8"	A barrier identified at the secondary schools is ensuring that English Learners and Students with Disabilities are offered a broad course of study given the academic needs of these students. Whitmore will continue to work on identifying ways to provide much-needed academic support but also provide a range of elective course offerings that are accessible to all students. There will continue to be a focus on the Reclassification of English Learners in order to allow for students to enroll in a broad course of study.	Whitmore Charter will continue to monitor students’ access to a broad course of study and administer surveys and collect feedback to ensure that the needs of all students are being met.	Met		6/23/2022	2022
19651100000000	Whittier City Elementary	7	"Student schedules are coordinated by school staff counselors, teachers, and school administrators. The following tools are used to track the extent to which students have access to, and are enrolled in, a broad course of study. Aeries software to create class schedules that ensure all students have access to a broad study of courses and electives. CALPADS system is used daily to ensure student demographic data and information is updated   State assessment results help place students in appropriate core classes ELPAC state assessments determine student placement in language proficiency courses."	"Whittier City School District ensures all counselors and school site administrative staff are trained in master scheduling to ensure all students have access to and are enrolled in a broad course of study. This includes accessing all core content, electives, and specialized supports for English Learners and students with disabilities."	"Our locally selected tools help the District ensure all students have access to and are enrolled in a broad course of study based on student needs, ongoing assessment data, and most updated student demographic data provided through CALPADS. Some barriers occur student information is not updated in CALPADS. This typically occurs when students are newly enrolled mid-school year; this may result in students not being placed in correct courses. However, school site staff is trained on accessing updated information and inputting data in Aeries and our District student information system secretary regularly monitors and updates student information in CALPDAS."	"The District has utilized state tools and locally selected measures to successfully ensure that all students have access to a broad course of study. Therefore, we will continue to use the same measures to sustain the accurate placement of all students. Ongoing training for new staff members and monitoring of the process will help to ensure all students have access to a broad course of study."	Met		6/21/2022	2022
19651280000000	Whittier Union High	7	"First, there are very few courses that aren't  A-G approved in WUHSD. District philosophy is to provide additional support, not to lower expectations. Second, there are a multitude of measures that are utilized in WUHSD to ensure that all students have access to, and are enrolled in, a broad course of study. These include a variety of reports that are sent to the sites 8 times each year whenever there is a grading term. Reports are often longitudinal; percentage of students’ schedules in A-G coursework, students’ success rate (courses above a C), and the percentage of students On-Target for graduation. 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 students find themselves behind. All of the pivot tables have slicers for grade level, gender, ethnicity, etc.; along with all of the course characteristics, including department, A-G course, etc. The slicers assist in digging deeper into the data to uncover situations before they become issues, ensuring that no student falls through the cracks. Finally, a teacher at each school site serves in the extra duty role (10 hours per month) of Data Lead to assist administration and teachers in the collection and analysis of the data to ensure students’ success."	"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. Whittier Union’s College and Career Indicator also exceeds the state and county levels."	"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."	Met		6/28/2022	2022
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 are 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.	"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.	Not Met		10/5/2022	2022
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 are 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. 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.	Not Met		10/5/2022	2022
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."	Met		6/13/2022	2022
11101161130103	William Finch	7	"In grades k - 12 all students have access to bimonthly teacher support during personalized learning meetings as well as daily access to the learning center on campus to receive academic support.  In grades k - 3 students have access to daily literacy support during read-aloud story time in the library on campus.  In grades k - 6 students have access to weekly enrichment activities each Wednesday supporting topics such as Math games, music and movement, STEM labs, book club, and geography. Age appropriate field trips are offered periodically in the community.  In grades 7 - 12 students have access to on campus learning supporting core, elective and CTE courses.  Students identified with exceptional needs are served through both consult and direct service models with teachers and families supporting the personalized learning plan to meet stated goals and services.  Unduplicated students have access to all of the above as well as additional support through English Language Development support, Title I services, and additional counseling and clinical services available on site."	"At the initial enrollment meeting, families are informed of the course offerings and pathways available to all students. Families may choose a combination of daily traditional independent study, weekly classes with onsite instruction, and online curriculum. Students with specific qualifying needs are also offered additional supports assigned to appropriate staff.  As a single site LEA, course offerings as well as universal and personalized supports are available to all enrolled students."	Access to literacy support for emergent readers as well as designated ELD instruction has been identified as a barrier through local survey data and staff observations. Classroom space is limited causing impacted scheduling during the days students attend courses on campus weekly.	"In response to identified barriers, expanding staff to support both English Language Development and literacy support of emergent readers has been approved. Additional classroom space is being constructed during the 22-23 school year and occupancy in the new building is expected during the 23-24 school year. The new building includes additional classroom space, office space, storage, as well as a large indoor gathering space."	Not Met		10/18/2022	2022
19651360000000	William S. Hart Union High	7	"The Hart District tracked progress in meeting Priority 7 standards by performing a review of school schedules, course offerings and course enrollment reports to assess the extent to which all students have access to, and are enrolled in, a broad course of study. Course enrollment reports were developed using the District’s Student Information System, Infinite Campus, identified access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs."	"For the 2020-21 school year, the data reviewed showed that the vast majority of Hart District students had full access to a broad course of studies as defined by California Education Code 51210 and 51210(a) – (i). The data reviewed showed that the percentage of English Learners (EL) who were enrolled in a broad course of study had improved significantly from previous years. In the 2018-19 school year EL students had been under represented in the enrollments of their grade level English and social studies courses of World History and US History. The District made improving this an area of focus and worked with site EL Administrators and Coordinators to ensure EL students could successfully access grade-level content in those courses and were placed in the same courses as their English-Only peers.  The data also showed that many students were not accessing the CTE programs during the school day.  The District addressed this with its College and Career Readiness (CCR) program and the ""College Now"" program, a partnership with the local Community College.  Many of the courses in these programs are taught after the regular school day which makes them accessible to all high school students."	"Areas that are showing themselves to be challenges to the District's goal of providing access to a broad course of study for all students is finding the best resources to work with the growing number of students who are English Learners, homeless, or have social and emotional needs."	"The data does show that the percentage of EL students enrolled in grade level English and social studies courses has improved and that more students are accessing the CTE programs.  Work will continue to ensure that the growth in these areas is not only maintained, but continues to improve.  Work to address the needs of homeless students and students with social and emotional needs has begun.  Each school now has a social worker on site.  Training to build the capacity of school administrators, counselors, and teachers to effectively work with their homeless families and students with social and emotional needs is being provided."	Met		6/15/2022	2022
06616220000000	Williams Unified	7	The district utilizes the master schedules from each school site as well as class schedules of individual students as the tool to track and monitor access to a broad course of study for students.	"For grades TK-6, students are in self-contained classrooms in which they receive instruction in all subject areas. Music instruction is provided to these students by a music teacher. Students in grades 7-8 each have English, math, social studies, science, and PE. Spanish and band are available to students wanting to take those classes. Students in grades 9-12 have all required courses to meet graduation requirements. In addition to the core content areas, students have access to numerous Career Technical Education Courses in the areas of agriculture and business. Art and music are available at the high school level for fine arts. Due to an increase in Dual Enrollment courses, we established a CCAP agreement with Woodland Community College and have become a school board approved comprehensive Early College High School. Our goal is to continue growing our offerings. Our incoming 9th graders have access to college offerings over the summer where they can begin their college transcript. In addition, we have enrolled more EL students into our AP Spanish class who successfully pass the course and AP exam. Our math courses are structured in a way that our EL students can still access the higher levels of math despite their language barrier. Many of our EL students come to us with a high level of math knowledge and we want to continue their growth by providing them access. English Language Development is offered to all English Learners at all grade levels."	"Our biggest barrier is that we are located in a rural community with 95% unduplicated pupil count and we also have a migrant student population that leave in October and return in April; their migration impacts their ability to complete their semester courses.  Another barrier at the highschool level for course access for students is when a student is a Long-Term English Learner and must be enrolled in an ELD class which prevents them from accessing some A-G and in some cases Dual Enrollment or AP courses. Our Special Needs students, based on their disabilities, are also unable to take some of our A-G, Dual Enrollment or AP courses. The variety within the broad course of study may be more limited due to the size of our high school and not being able to offer a lot of different classes."	"We are looking into ways  to support our migrant students so that despite their migration patterns, we can increase their access to a broader course of study. This will include looking at our board policies and if necessary, making appropriate changes. We will continue to submit more of our current courses to be A-G eligible to increase the number of students accessing A-G courses, including our Sped Ed, EL and Migrant Ed population. We will continue to look for ways in which our Migrant Ed students can take a summer college class to provide them access to college offerings. In partnership with Woodland Community College, we are seeking ways to increase instruction tied to the three career Pathways we are offering: 1) Agri-Science & Farm Mechanics in Hydroponics; 2) Digital Media & Information; and 3)Interpreter/Translator in Education Pathways. We are working on the reclassification process throughout the district with a focus and goal and having all students reclassified by the end of 6th grade.  This will free up the courses that our secondary students are able to access at our Jr/ Sr High School."	Not Met		10/20/2022	2022
23656232330363	Willits Charter	7	"The measure used will be data collected from climate survey(s), student progression planning using school's SIS, CTE planning tracking documents and standard curriculum offerings aligned with district and college entrance requirements."	"All students have access to a broad course of study. This includes core courses, extended learning courses offered through collaborative learning with Mendocino Community college, and through our participation in the CTE program through Mendocino County Education Department."	We currently have not identified any barriers for our students regarding participation in any of course offerings that haven’t already been addressed. We are constantly looking for ways to improve our offerings to suit our diverse student population.	"Our faculty and staff all participate in our continuous improvement development offerings. Couple with our Board and parent involvement, we believe we will have little to no interference regarding our broad course of study."	Not Met		9/13/2022	2022
23656230125658	Willits Elementary Charter	7	"All students have access to all learning materials. Each student has a textbook if needed, or teacher-created materials. Each student has access to an electronic device in the classroom and can borrow these to take home if needed. We are a small school, so we look at the beginning of the year to be sure enough materials are in each classroom."	"All students are enrolled in a broad course of study, as evidenced by all grade levels teaching and learning about math, reading, writing, science topics, social studies topics, and health topics. All students participate in music, Spanish, and art classes. If students need to have pull-out services, those teachers work with class teachers to ensure that the time missing is not core instructional time. Students who need extra services are also consulted about which classes they prefer not to miss. We work in a flexible schedule to ensure that each student has access to a broad curriculum."	"Barriers to a broad course of study would be if students require a lot of pull-out class time. In order to avoid this, we have push-in services, extra aides to help students in the class, and constant communication with students and teachers about scheduling."	We are including more push-in time for support services and teachers are working more closely together to schedule needed services during times that are not disruptive to regular classroom learning.	Not Met		9/13/2022	2022
23656230000000	Willits Unified	7	"The district uses surveys and our secondary master schedules to measure the extent to which our students have access to a broad course of study. Our students have access to a broad course of CTE and Academic pathways in our high school program. This is in addition to the available A-G College preparation program. Being a small district, we are limited in the number of AP classes we can offer. We instead partner with the local community college to provide dual enrollment classes in a variety of subjects based on student interest. We are limited by our budget and size. We provide classes in a trimester format to maximize the available staff. We continue to use our available funding to ensure students have as many options as possible within our school schedule."	"The district uses surveys and our secondary master schedules to measure the extent to which our students have access to a broad course of study. Our students have access to a broad course of CTE and Academic pathways in our high school program. This is in addition to the available A-G College preparation program. Being a small district, we are limited in the number of AP classes we can offer. We instead partner with the local community college to provide dual enrollment classes in a variety of subjects based on student interest. We are limited by our budget and size. We provide classes in a trimester format to maximize the available staff. We continue to use our available funding to ensure students have as many options as possible within our school schedule."	"The district uses surveys and our secondary master schedules to measure the extent to which our students have access to a broad course of study. Our students have access to a broad course of CTE and Academic pathways in our high school program. This is in addition to the available A-G College preparation program. Being a small district, we are limited in the number of AP classes we can offer. We instead partner with the local community college to provide dual enrollment classes in a variety of subjects based on student interest. We are limited by our budget and size. We provide classes in a trimester format to maximize the available staff. We continue to use our available funding to ensure students have as many options as possible within our school schedule."	"The district uses surveys and our secondary master schedules to measure the extent to which our students have access to a broad course of study. Our students have access to a broad course of CTE and Academic pathways in our high school program. This is in addition to the available A-G College preparation program. Being a small district, we are limited in the number of AP classes we can offer. We instead partner with the local community college to provide dual enrollment classes in a variety of subjects based on student interest. We are limited by our budget and size. We provide classes in a trimester format to maximize the available staff. We continue to use our available funding to ensure students have as many options as possible within our school schedule."	Met		6/21/2022	2022
47704900000000	Willow Creek Elementary	7	"Willow Creek uses the student information system Alma, where reports can be ran to ensure students are enrolled in the appropriate classes and sections including unduplicated student groups, different grade spans, and individuals with exceptional needs."	Willow Creek Elementary School District is a very small one school district. Our student population ranges from 35-55 students in preschool through 8th grade.  All student groups have the same access to and are enrolled in all courses according to their grade-level.	Willow Creek has no barriers preventing access to a broad course of study for all students.	"Since Willow Creek provides full access to a broad course of study, there are no plans for revisions or new actions. Willow Creek will continue to base decisions based on student need and availability."	Not Met		9/22/2022	2022
35675790000000	Willow Grove Union Elementary	7	"Willow Grove uses the school inventory, the Sufficiency of Instructional Materials Report and Calpads to ensure that all students have access to, and are enrolled in, a broad course of study for Grades TK-8. Unduplicated student groups and individuals with exceptional needs are given priority through the use of a part time Intervention teacher and an Instructional Aide."	"Using the locally selected measures, it was determined that 100% of students had access to and were enrolled in a broad course of study and the Sufficiency of Materials Resolution was adopted by the School Board in July 2021."	"No barriers prevented Willow Grove from providing access to a broad course of study for all students. The most significant challenge to maintaining this success is the small number of staff, and the remote location. Willow Grove utilizes county support, community resources, and collaboration with neighboring districts to ensure that this need continues to be met."	Willow Grove adopted a new science program for the 2022-2023 school year.	Not Met		7/19/2022	2022
11626610000000	Willows Unified	7	"A small, rural district, 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 assessments and 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 13.7% from 2018-2019. While the percentage of graduates who passed an Advanced Placement decreased by approximately 1.7% from 2018-2019, 23.7% of high school students were enrolled in college coursework, an increase of 15.2% from 2020/21. While the CCI Indicator is unavailable, report 3.19 from CALPADS shows that 61 students were identified as CTE Completers in 2020/21, a slight decrease of five students from 202019/20."	"In review of the available data, 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 and CTE pathways for possible inclusion in the master schedule; and by analyzing and implementing Western Association of Schools and Colleges (WASC) findings and student surveys to help assess the needs for the next school year.	Met		6/23/2022	2022
49710190000000	Wilmar Union Elementary	7	"All Wilmar Union School District / Wilson Elementary School students in grades TK – 6 are enrolled in a broad course of studies as our elementary school offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Due to our small size we are able to ensure that all students participate in physical education and visual arts. Students with disabilities are provided with special education services appropriate for their individual needs. Our goal is to provide them with a maximum amount of time in the general education setting, therefore not missing any instruction that is provided to the general education students."	"All students in the Wilmar District and Wilson School have access to and are enrolled in a broad course of study. Students with disabilities are provided with a special education services appropriate to their individual needs with the goal of providing them with the maximum amount of time in the general education setting. English Language Learners are provided with push-in and pull-out support for ELD instruction. In addition, unduplicated students have access to before and/or after intervention to provide academic and instructional support in ELA and mathematics."	"The Wilmar Union School District / Wilson Elementary School’s general education population, ELD population, and students with disabilities were evaluated and there are no barriers preventing them from accessing a broad course of study."	Wilmar Union School District / Wilson Elementary School will continue to investigate and evaluate programs to enrich opportunities for all students.	Met		6/29/2022	2022
49753580000000	Windsor Unified	7	WUSD reviews all course offerings and master schedules for each school and then compares them to California Education Code 51210 and 51220.	"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. Continuous efforts are being made to increase the offerings for Transitional 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 and the district will soon be advertising for a music teacher for all 2nd and 3rd graders in the district.  In addition, a new math curriculum at the middle school and high school is being piloted for the 22-23 school year."	Met		6/30/2022	2022
51714560000000	Winship-Robbins	7	"Winship-Robbins 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 Winship-Robbins 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 Winship-Robbins Elementary School District students TK-8 have access to broad course of study. In addition, Winship-Robbins Elementary School District 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, Winship-Robbins Elementary School District offers technology based learning in grades TK-8. All grade levels have daily Physical Education that focuses on sports, play and active recreation. Additionally, teachers 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, after-school tutoring, and summer school."	"All Winship-Robbins Elementary School District 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 W-RESD provides professional development and support to classroom teachers. This support occurs in a variety of ways including: through the Director of Curriculum & Instruction, Superintendent, and 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."	Met		6/15/2022	2022
57727020000000	Winters Joint Unified	7	"Winters JUSD measures broad course of study in concert with its Local Control Accountability Plan (LCAP) process. Metrics include the number of students graduating from Winters High School having met the A-G requirements, the number of students graduating high school defined as “prepared” by the Dashboard’s college and career indicator, the number of students enrolled in Advanced Placement (AP) courses, the number of students enrolled in Career Technical Education (CTE) courses, and the number of graduates who complete a CTE pathway. At the elementary level, students' language and mathematics proficiency is monitored through the use of formative assessment and diagnostic testing. Students in the Developmental Bilingual Education (DBE) program are assessed for language proficiency in both English and Spanish. Students requiring intervention are served through differentiation and small group instruction to ensure they are successful in the core program. All English Learners are appropriately placed in designated English Language Development courses in Kindergarten through 12th grade."	"In the 2021-2022 school year, student participation in high school Advanced Placement courses increased. All English Learner students participated in designated ELD courses in all grade levels. In Kindergarten through 5th grade, students had access to daily differentiated reading instruction. 6th through 8th graders identified for additional support participated in a reading or math intervention block. The Advancement Via Individual Determination (AVID) elective is offered in 9th through 12th grades through an application process. Additionally, high school students have open access to three Career Technical Education (CTE) pathways (Agriculture, Culinary, and Engineering). Among students receiving Special Education services, 66.2% of students with exceptional needs spent at least 80% or more of their day in general education classrooms. Also, 63% of English Learners in Kindergarten through 5th grade participated in the Developmental Bilingual Education (DBE) program."	"Winters JUSD has identified that the current Advanced Placement (AP) course demographics are not reflective of student body demographics. There are no gatekeepers or assessments required to participate in AP coursework. Staff recognize that English Learners and Hispanic/Latino students are are underrepresented in these courses and are working to build inclusive rosters.  At both secondary sites, English Learners have diminished access to elective courses because of their designated English Language Development class. Staff are working to provide targeted language support and accelerate students' reclassification as English proficient. Another area for growth is participation among Wolfskill Career Readiness Academy (CRA) students in Winters High School electives and Career Technical Education pathways. Administrators from both sites are reviewing scheduling practices to increase student access."	"To improve academic outcomes for secondary students. Winters High School is now offering English intervention classes within the school day for the 2022-23 school year. Additionally, because AVID is considered to be an effective strategy for providing in-school academic support and promoting college eligibility and success, WJUSD is planning to expand AVID course offerings at Winters High School and begin offering AVID courses at Winters Middle School."	Met		6/23/2022	2022
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."	"tudents do not have access to Foreign Language Courses, Applied Arts, and Career Technical Education as WSD is only a TK-8 school district. There is also the barrier of finding teachers who are appropriately assigned and fully credentialed to teach a foreign language, applied arts, and Career Technical Education."	Met		6/16/2022	2022
19768690000000	Wiseburn Unified	7	"Wiseburn Unified School District (WUSD) uses measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. In this way, WUSD uses a local student information system (PowerSchool) to review course enrollment data to determine equity in the Project Lead the Way classes for gender and socioeconomic status."	"In the 2021-2022 school year the PLTW class enrollment identified 40% of the students as female and 37% of students as socioeconomically disadvantaged. Using that comparison data from 2019-2020, enrollment in PLTW courses reveal a 4% increase in female enrollment and a 12% decrease in enrollment of students identified as socioeconomically disadvantaged. To ensure that all students have equitable access to the core curriculum and all educational opportunities, WUSD will continue to monitor all courses, specifically PLTW, to assuring full access to a broad course of study for all students through regular and ongoing review of class enrollment by site principals."	No barriers have been identified that would prevent WUSD from providing access to a broad course of student for all students.	"To ensure that all students have equitable access to the core curriculum and all educational opportunities, WUSD will continue to monitor all courses, specifically PLTW, to assuring full access to a broad course of study for all students through regular and ongoing review of class enrollment by site principals."	Met		6/23/2022	2022
19647330135632	WISH Academy High	7	"WISH Academy is specifically designed to help all students succeed. Our teachers are trained in and deploy a range of strategies to engage learners of all types (GATE, EL, SPED).  Intensive differentiation, scaffolding, and extra help support students to keep pace with class work, and targeted academic interventions address individual learner needs.  Our co-teaching model, which consists of education specialists and designated instructional support providers working with the general education teachers to implement interventions and strategies throughout each student’s program, and the implementation of the multi-tiered systems of support ensures that students with special needs receive the academic and behavioral instruction that they need on a daily basis to meet and/or exceed grade-level standards and graduate from high school.   WISH is committed to a whole-scholar approach to learning, in which we provide engaging, inspiring, and challenging academics in the core content and pathway areas. We ensure all academic and enrichment areas are available to all students, inclusive of all subgroups, and all grades and that our curriculum will promote collaboration, creativity, communication, and critical thinking through the use of project-based learning units. Through co-teaching and collaborative group work, all students can experience different perspectives and accomplish learning tasks with the help of their peers and experts."	"All WISH students have access to and are enrolled in a directed course of study within their selected pathway as well as have ample opportunity to explore courses in the other pathway disciplines through seminar and elective classes.  Biomedical Science & Engineering scholars participate in the Project Lead the Way Curriculum. Our project-based learning and hands-on activities are reflective of the challenges faced by our ever-changing world, empowering students to problem-solve in a nurturing academic environment. This compelling, real-world approach empowers WISH students to learn essential, in-demand skills validated by the world’s leading companies, while also providing an invaluable connection between what students are learning in the classroom today with real-world applications.  In addition to the PLTW pathways of Biomedical Science and Engineering, WISH Academy offers a Liberal Arts & Civics Pathway for students who have strong feelings about justice, current affairs, and the world. Courses include Civic Engagement, Formal Debate, RISE, Cultural Anthropology, World Religions, and Social Justice.   WISH Academy's expanding  Visual & Performing Arts Pathway with offerings in live theater, musical performances, filmmaking, and stagecraft, as well as a comprehensive music program including strings, contemporary music ensemble, and a variety of vocal arts."	There are no barriers to providing access by any of our students to the courses offered by WISH Academy.	"WISH Academy regularly surveys the student body to determine their interest in courses and pathways which ensures we can continue to offer a broad and innovative course of study.  To this end, WISH  has implemented a new academic pathway this year with the introduction of computer science and web design courses new to our catalog."	Not Met			2022
15101570119669	Wonderful College Prep Academy	7	"Currently, Wonderful College Prep Academy serves 1,974 students in grades TK-12 with demographics reflective of the community we serve: 95% Hispanic, 2% Filipino, 1% White, 6.2% Students with Disabilities, 32% English Learners, 0.3% Foster Youth, 0.2% Homeless Youth, and 86% Socioeconomically Disadvantaged.   Wonderful College Preparatory 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 Wonderful College Preparatory Academy’s educational program.   Wonderful College Preparatory 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 the master schedule, student course schedule (semester), report cards, student-led conferences, and parent/teacher 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 Wonderful College Preparatory Academy, all students in grades K-12 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 (TK-8), Music (TK-12, Visual Art (TK-5), Robotics/STEM (TK-5), Band (6-8), and dual enrollment opportunities for grades 9-12. There are no differences in accessibility to courses, across student groups at Wonderful College Preparatory Academy."	"Currently, 100% of the students have access to a broad course of study and Wonderful College Preparatory Academy will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Wonderful College Preparatory Academy in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/30/2022	2022
15101570135467	Wonderful College Prep Academy - Lost Hills	7	"Currently, Wonderful College Prep Academy – Lost Hills serves 480 students in grades TK-10 and will expand by one grade level annually to serve TK-11 in 2022-23 and TK-12 in 2023-24 school year. Our student demographics are reflective of the community we serve: 98% Hispanic, 2% Filipino, 2% White, 7% Students with Disabilities, 54% English Learners, and 85% Socioeconomically Disadvantaged.   Wonderful College Preparatory Academy – Lost Hills provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Wonderful College Preparatory Academy - Lost Hills educational program.  Wonderful College Preparatory Academy – Lost Hills 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 conferences, and parent/teacher 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 Wonderful College Preparatory Academy – Lost Hills, all students in grades K-11 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, Music (TK-8), Robotics/STEM (TK-8), Band (6-8), and dual enrollment opportunities for grades 9-12. There are no differences in accessibility to courses, across student groups at Wonderful College Preparatory Academy – Lost Hills."	"Currently, 100% of the students have access to a broad course of study and Wonderful College Preparatory Academy – Lost Hills will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Wonderful College Preparatory Academy Lost Hills in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/30/2022	2022
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 that 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), A-G requirements, and the number of students considered “Prepared” as measured by the Ca College Career Indicator."	"Data collected for 2021-22 indicate that of all Woodlake High School Students, 56.5% met A-G requirements, 48% completed a Career Pathway and 51.1% were considered “Prepared” for college and/or career. Desegregated by subgroups, 77% of Unduplicated Students were enrolled in a CTE/Career Pathway program, 98.1% of Unduplicated Students were enrolled an A-G coursework, and 78% of student with exceptional needs were enrolled in A-G coursework. With the exception of a slight decrease of students with disabilities enrolled in a CTE/Career Pathway, there was an increase in access/enrollment in the other measured areas in comparison to the 2020-21 school year.    To offer a well-rounded education, school sites also 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 band."	"In response to the results from the measures, Woodlake Unified has determined that the following barriers that may prevent students' access to a broad course of study; (1) Failure rates in core content classes, specifically math, results in retaking of courses and limits additional learning opportunities, (2) EL students not able to fit in electives and courses of interest due to required ELD class  and (3) Adding opportunities for students to complete a CTE/Career Pathway of interest"	"To address the noted barriers, Woodlake Unified will implement (1) Tiered interventions that include, best first instruction, targeted instruction and support for students in need and tutorials, (2) Provide additional support and intervention personnel beginning in the 2022-23 that will include one math intervention teacher at the middle school, a full time English language development teacher at the middle school, a district school psychologist and a K-5 special education teacher, (3) Opportunities for credit recovery, (4) Maintain flexible period schedules at secondary schools to support increase of course offerings and interventions periods and (5) Provide an additional Ag teacher at the high school to expand high student interest in CTE/Career Pathways."	Met		6/8/2022	2022
57727100000000	Woodland Joint Unified	7	"In order to analyze how accessible a broad course of study is to all students, the district reviews data on certain courses to compare the populations on those courses, at the high school level, to the distribution of the student population as a whole. The goal is for the population of honors/advanced courses to match proportionately with the population of students at the school.  Additionally, the district surveys the school site principals on the level of access their students have to a broad course of study."	"In reviewing the data on certain courses, the district has found that white and non-socioeconomically disadvantaged students tend to be enrolled in honors/advanced courses more often than other students. Some examples where enrollment percentages in certain courses continues to be disproportionate: English 9 - 73% Hispanic/Latino, 18% White, 70% low income English 9 Advanced - 41% Hispanic/Latino, 37% White, 36% low income Chemistry - 75% Hispanic/Latino, 19% White, 63% low income Honors Chemistry - 39% Hispanic/Latino, 29% White, 41% low income The Hispanic/Latino population in the district is 70%, White is 18%, and low income is 64%.  The district also surveyed site administrators in spring 2022, to gauge the level of access that all students have to a broad course of study. Principals reported the following on a scale of 1 (no students have access) to 4 (all students have access): Elementary principals *English - 3.6 *Math - 3.7 *English Language Development - 3.6 *Social Science - 3.1 *Science - 3.2 *Visual and Performing Arts - 3.1 *Health - 2.6 *Physical Education - 3.4  Secondary Principals *English - 3.8 *Math - 3.8 *English Language Development - 2.9 *Social Science - 3.6 *Science - 3.6 *Visual and Performing Arts - 2.9 *Physical Education - 3.4 *Foreign Language - 2.9 *Applied Arts - 2.6 *Career Technical Education - 2.3"	"The district has not identified barriers that prevent students from having access to a broad course of study. Because of the patterns seen in the data, which show that Hispanic/Latino and low income students have less access to advanced courses, the district recognizes the need to study this issue further."	"The district is engaging in a Systemic Equity Review, which will take place over the 2022-23 and 2023-24 school years. The Systemic Equity Review is a quantitative and qualitative study which will include transcript analysis, focus groups, stakeholder surveys, interviews, artifact collection, community meetings, and classroom and campus observations. The review will involve staff and community at all of the school sites and at the district level. The work of the review will result in recommendations and an action plan, which will have among its outcomes, a plan to ensure that barriers are mitigated and that all students have access to a broad course of study."	Met		6/16/2022	2022
49709530105866	Woodland Star Charter	7	"All students grades k-8 are in self contained classrooms and follow standards-aligned Waldorf inspired curriculum. All students received ELA, math, performance arts, music, fine arts, history/social studies and physical education instruction."	"All students grades k-8 are in self contained classrooms and follow standards-aligned Waldorf inspired curriculum. All students received ELA, math, performance arts, music, fine arts, history/social studies and physical education instruction. WSCS is a single school LEA."	"All students grades k-8 are in self contained classrooms and follow standards-aligned Waldorf inspired curriculum. All students received ELA, math, performance arts, music, fine arts, history/social studies and physical education instruction. WSCS is a single school LEA."	"All students grades k-8 are in self contained classrooms and follow standards-aligned Waldorf inspired curriculum. All students received ELA, math, performance arts, music, fine arts, history/social studies and physical education instruction. WSCS is a single school LEA."	Not Met		9/21/2022	2022
41690880000000	Woodside Elementary	7	"Williams Compliance, instructional materials provided to all students, everything is Common Core and NGSS aligned. we are a small one school district. a reading specialist, resource teachers, psych, counselor, ELD teacher, Student Services Director"	We are a one school site.All students are enrolled in all of the same courses with the exception of Mathematics where students are placed at different levels. Students who are not necessarily ready for the most advanced math courses have opportunities over the summer to improve their mathematical understanding and have opportunities to enroll in more advanced courses	We do not have barriers preventing the LEA from providing access to a broad course of study for all students. Our Special Education students have full access through inclusion to the same curriculum for all grades.	"Our students have access to instructional program software to use at homes, and technology if requested. All students have access to a broad course of study"	Met		6/7/2022	2022
54722980000000	Woodville 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 the Sufficiency of Instructional Materials, 2. Professional Learning provided to each teacher in district focus areas, 3. Access to Physical Education Instruction – as measured by schedules monitored by site principals."	"Students had access to a broad course of study for grades K-8 during the 2021-22 school year, including unduplicated student groups and students with special needs in both programs. All students had access to board-approved standards-based materials. Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. The district continued to work with Paxton/Patterson - College & Career Ready Labs - to provide the best college and career preparation for our students. The learning systems engage students with problem-based, real-world technology. It empowers students to discover their interests and aptitudes, along the pathway to post-secondary success. The unique programs concentrate on STEM Education, Health Science Careers, and Architecture & Construction. Also, they carry the most respected line of tools, equipment, supplies, and furniture for schools. All teachers received professional learning in Cognitively Guided Instruction, which provides teachers with the knowledge to help develop students as mathematical thinkers and problem solvers. Professional learning was provided to effectively administer a newly adopted science program, Amplify.   All students received the required minutes of PE instruction as well."	All students in the Woodville Union School District had access to and were enrolled in a broad course of study supported by highly skilled teachers.	Woodville Union School District will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers.	Not Met		10/11/2022	2022
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."	Met		6/23/2022	2022
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."	Met		6/23/2022	2022
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 Career Program (YCCP) have the opportunity to earn CTE  credits through the career pathway.	"3. 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."	None at this time.	Met		6/28/2022	2022
20764140000000	Yosemite Unified	7	"benchmark assessments, illuminate, CAASP, grades,"	The current vision is to move toward a more inclusive instructional teaching model for our English language learner students in high schools. Shifting the responsibility of teaching every type of student to every teacher is the direction we must move within our schools to better support our learners. Teachers must embrace every student as their own and be responsible for their instruction. This vison of wholistic reform in schools will not be effective if we do not work with teacher programs that have produced underprepared teachers in urban schools that continue to have staffing concerns year after year.	small rural district with limited course offerings and strafing	"LCAP , assessments, after school programs, TK"	Met		6/13/2022	2022
10625470135103	Yosemite Valley Charter	7	"Yosemite Valley Charter surveys their educational partners three times a year.  Based on the data from these tools: 95% of the educational partners feel that Yosemite Valley Charter School has a rigorous college and career program which includes: fairs and workshops, transitions programs, high school graduation plans, CTE courses, A-G courses, and college courses (dual and concurrent enrollment) to support student success for all students including unduplicated students."	"95% of the educational partners feel that Yosemite Valley Charter School has a rigorous college and career program which includes: fairs and workshops, transitions programs, high school graduation plans, CTE courses, A-G courses, and college courses (dual and concurrent enrollment) to support student success for all students including unduplicated students. 95% of the educational partners feel that Yosemite Valley Charter School have systems in place that support educators in the areas of technology, curriculum, human resources, and EOS when they need assistance"	There are no barriers to any student according to our data and surveys.	The LEA will be adding additional courses and opportunities in the areas of CTE and enrichment as well as subskill intervention to address any learning loss which may have occurred during the COVID-19 period of time.	Not Met		9/8/2022	2022
20651850129015	Yosemite-Wawona Elementary Charter	7	"Student progress towards individually set goals is monitored throughout the school year by the staff. Plans for each student are modified as often as needed – sometimes daily. As each student is working individually on areas that they need to gain expertise in, the needs of each student (including special-needs students and unduplicated student groups) are addressed. The multi-grade configuration of the school (K-6) requires that such an approach be utilized – and it is effective in developing students who are well rounded academically and socially. While this approach creates a challenge for staff,  this is one of the facets of the Charter that attracts families to the school."	"Student progress towards individually set goals is monitored throughout the school year by the staff. Plans for each student are modified as often as needed – sometimes daily. As each student is working individually on areas that they need to gain expertise in, the needs of each student (including special-needs students and unduplicated student groups) are addressed. The multi-grade configuration of the school (K-6) requires that such an approach be utilized – and it is effective in developing students who are well rounded academically and socially. While this approach creates a challenge for staff,  this is one of the facets of the Charter that attracts families to the school."	"Student progress towards individually set goals is monitored throughout the school year by the staff. Plans for each student are modified as often as needed – sometimes daily. As each student is working individually on areas that they need to gain expertise in, the needs of each student (including special-needs students and unduplicated student groups) are addressed. The multi-grade configuration of the school (K-6) requires that such an approach be utilized – and it is effective in developing students who are well rounded academically and socially. While this approach creates a challenge for staff,  this is one of the facets of the Charter that attracts families to the school."	"Student progress towards individually set goals is monitored throughout the school year by the staff. Plans for each student are modified as often as needed – sometimes daily. As each student is working individually on areas that they need to gain expertise in, the needs of each student (including special-needs students and unduplicated student groups) are addressed. The multi-grade configuration of the school (K-6) requires that such an approach be utilized – and it is effective in developing students who are well rounded academically and socially. While this approach creates a challenge for staff,  this is one of the facets of the Charter that attracts families to the school."	Met		6/21/2022	2022
14101400117994	YouthBuild Charter School of California	7	"With specific focus on CCI data, YCSC compared 2021-22 graduate data with 2020-21 data and the results were pretty similar if not better than last year. 7.14% of graduates completed a pre-apprenticeship certification program, 82.59% completed a state or federal job program, 0.89% completed a non-certified pre-apprenticeship program, 11.16% completed workforce readiness, and 3.13% earned a workforce readiness certificate."	"Offering the same and board course of study with respect to the academic core is always accomplished with great commitment to equity for any all students across our statewide network.  However, it is often our diverse collaborations with YB programs and the variety in their programmatic offerings that often leads to some differences in what young people will receive from site to site with specific attention to CTE."	"Given the various capacity levels for CTE  courses of study at the program level, YCSC students will occasionally get access to different career pathways mainly because some of the YB programs will have differing levels of federal and local funding to do their work that can’t always be replicated every site."	YCSC implemented a few LCAP goals in the 22/23 school year that have a specific focus on improving CTE.	Not Met		9/12/2022	2022
01100170124172	Yu Ming Charter	7	"Yu-Ming Charter School is a direct-funded, Mandarin immersion public charter school with multiple sites located in Oakland serving approximately 672 students in grades K-8. Student demographics include: 48% Asian, 23% 2+ Races, 9% Hispanic, 9% White, 8% African American, 3 % Filipino, 5% are Students with Disabilities (SWD), 14% English Language Learners (ELL), 0.1% Homeless Youth (HY) and 24% 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:  - For Gr K-8: VAPA, Choral & Instrumental Music - For Gr. 5: Design Lab - For Gr. 6-8: Design Lab, Journalism (Chinese), Service Learning (Chinese), Contemporary China (Chinese), Musical Instruments, Coding, Art"	"Currently, 100% of the students have access to a broad course of study and Yu Ming Charter School will continue to monitor this to ensure no barriers arise to change access."	"Due to the current success of Yu Ming Charter School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed."	Met		6/27/2022	2022
51714645130125	Yuba City Charter	7	Every student has access to a full time school counselor.  The counselor works with students and their families to create a four year plan for every high school student.  Transcripts are evaluated twice a year to make sure that students are on track to graduate and have access to a broad course of study.	"All students have access to a broad course of study.  YCCS has a seven period day allowing all students access to elective courses, core courses and any support courses that they may need."	There are no barriers to prevent all students access to a broad course of study.	"YCCS will continue to monitor student progress through the counselor, administration, Special Education teachers, ELD instructors, opportunity teachers and other staff to make sure that all students have access to a broad course of study."	Not Met		9/7/2022	2022
51714640000000	Yuba City Unified	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, and the district course catalog. 2. Professional Learning opportunities provided to each teacher, 3. Access to Physical Education Instruction – as measured by schedules monitored by site principals."	All students have the same access to programs.  The comprehensive high schools do have  different CTE pathways but students on other campuses have reserved space in those course and are provided transportation in order to participate.	All students have access to a broad course of study.	The district will maintain all current programs and courses.	Met		6/14/2022	2022
58105875830112	Yuba County Career Preparatory Charter	7	"Every individual student's transcripts and course enrollment are evaluated by our Academic Advisor, Registrar, and student's teacher to confirm that all students are enrolled in a broad course of study."	We are one school site with 180- 220 students enrolled at any given time. Every student has an individual learning plan that is reviewed by several individuals to confirm students are enrolled and successfully completing a broad course of study.	Being such a small site we have not identified any barriers to providing access to a broad course of study for all students.	Being such a small site we have not identified any barriers to providing access to a broad course of study for all students.	Not Met		9/6/2022	2022
58105870000000	Yuba County Office of Education	7	"Master Schedule, Aeries, Graduation Requirements."	Based on the measures above all students are enrolled in a broad course of study.	No barriers have been identified at this time.	No revisions have been necessary at this time.	Met		6/15/2022	2022
29102980114322	Yuba River Charter	7	"August 19, 2021 - A General Topic Community Forum, to present programming regarding HomeStudy, scheduling, COVID Safety Plan and protocols, aftercare, student supports, etc., and to seek input and field questions from the parents.  December 7, 2021 - A General Topic Interactive Community Forum regarding YRCS 21-22 Testing Plan, COVID safety, student well-being, student behavior.  May 9 and May 10 (in-person) 2022 - Interactive Community Forums regarding school discipline, student well-being, student behavior, academic and behavioral interventions.  Community-wide surveys also occurred, with a full survey out to parents and staff, as well as middle school students, for feedback regarding multiple aspects of school life in May, 2021."	"All students have equal access to a broad course of study including core curricular areas of ELA, mathematics, sciences, history; practical arts, visual arts, musical arts, movement, foreign languages, and other special content in cultural arts, cyber civics and ethics, and gardening.  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 is a credentialed multiple subject teacher holding a broad course of study themselves, and moves with their students through the grades, typically grades 1-5 and 6-8. These core teachers are supported daily by special subject teachers further expanding a broad course of study."	Our greatest barrier is acquiring personnel to teach this rich and broad course of study. Additionally a great barrier exists in funding such rich offerings at an appropriate level.	"A broadened course of study to students in the 2022-2023 school year include implementing a new electives program serving students in grades 4-8, and onboarding our new Illuminate Education’s DnA ELA assessment events in addition to our existing mathematics assessment events.  We are leveraging funding as much as possible to recruit, train, and credential our own teachers from within our own community over time."	Met		6/8/2022	2022
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. 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 entry requirements for the UC/CSU university system.  YHS offers more than 40 A-G approved courses, and 3 Linked Learning Academy pathways. YHS partners with Crafton Hills College to offer students credit in dual enrollment courses. Students at YCJUSD’s alternative high schools can take a UC Doorways approved course through Crafton Hills College to earn a Work Readiness Certificate. CTE pathways, articulated with local colleges, are currently offered at YHS, and our alternative 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. YCJUSD is working towards a math response to intervention system and structure to support tier one, two, and three supports. The goal is to reduce the amount of students who will need tier three support in K-5 and support classes in 6-12, therefore allowing students to maintain space in their schedule to have a broader range of elective opportunities.  The LEA will continue to develop CTE pathways. Among this development is an expansion of CTE opportunities at the middle school level, and the addition of a counseling position at YHS to provide additional supports for students in college and career readiness. 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."	Met		6/21/2022	2022